In this Issue:
Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services - December 1, 2008
On December 1, 2008, final changes to the regulations governing the Assistance to States for Education of Children with Disabilities Program and the Preschool Grants for Children with Disabilities Program were published in the Federal Register. The final regulations and an analysis of major changes are available at http://www2.ed.gov/legislation/FedRegister/finrule/2008-4/120108a.html. They will go into effect on December 31, 2008.
Source: Children's Bureau Express - December 1, 2008
The most recent issue of the Children's Bureau Express highlights a recent study that evaluated the effectiveness of conducting centralized assessments of young children entering foster care, in order to identify developmental delays. Data collected on 94 children under age 3 entering foster care showed that 57.2 percent of assessed children had probable developmental delays and 98 percent were referred for a formal evaluation. To learn more go to http://cbexpress.acf.hhs.gov/index.cfm?event=website.viewArticles&issueid=101&articleID=2494&keywords=foster
The complete findings were published in the Children and Youth Services Review, 30(5), under the title Centralized Assessment of Early Developmental Delays in Children in Foster Care: A Program That Works, by Christina M. Bruhn, Denise Duval, and Richard Louderman.
Source: Center for Law and Social Policy - December 3, 2008
The Center for Law and Social Policy (CLASP) has posted state-by-state data on child care assistance, community-based pre-kindergarten, Head Start and Early Head Start programs, and other infant/toddler initiatives online at http://s242739747.onlinehome.us/publications/childcareearlyedmap.htm. Users can search for data by topic or by state.
Source: FPG Child Development Institute - December 1, 2008
A study conducted by FPG researcher Jennifer Schaaf provides insights into young children's ability to accurately report the truth when being interviewed in abuse situations. The findings suggest that interviews need to be individualized based on each child's characteristics. A brief synopsis of findings is available in a new FPG Snapshot entitled To Tell the Truth - http://www.fpg.unc.edu/~snapshots/Snap56.pdf.
Full article citation: Schaaf, J. M., Alexander, K. W., & Goodman, G. S. (2008). Children's false memory and true disclosure in the face of repeated questions. Journal of Experimental Child Psychology, 100(3), 157-185.
Source: National Institute for Early Education Research - Retrieved December 5, 2008
A recent meta-analysis of the effects of early education interventions on cognitive and social development, conducted by Gregory Camilli, Sadako Vargas, Sharon Ryan, and W. Steven Barnett, looked at the results of 120 studies carried out over five decades. Findings showed that there are substantial positive cognitive and social benefits for children who attend preschool education programs before entering kindergarten. For more information go to http://nieer.org/docs/?DocID=245