In this Issue:
Source: National Professional Development Center on Inclusion - March 6, 2009
Today (March 6, 2009) the National Professional Development Center on Inclusion (NPDCI) and Ann Mitchell, former President of NAEYC, are hosting an all-day online discussion on how states can use new monies in the American Recovery and Reinvestment Act to advance a state Quality Rating Improvement System. No registration is required and you can join the discussion at anytime by going to http://community.fpg.unc.edu/discussions/blog-speaking-of-inclusion/maximizing-resources-from-the-stimulus-package [Note: This item is no longer available online.]
In addition, NPDCI has released a new paper, entitled Why Program Quality Matters for Early Childhood Inclusion: Recommendations for Professional Development, which advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion. It is available online at http://npdci.fpg.unc.edu/resources/articles/npdci-quality-paper
Source: National Association for the Education of Young Children - Retrieved March 3, 2009
The National Association for the Education of Young Children (NAEYC) has developed a 53-minute online video that illustrates developmentally appropriate practices in action. The video demonstrates teachers and children interacting in a classroom and provides input from experts on the practices being observed. It is available at http://www.naeyc.org/DAP/resources
Source: U.S. Department of Education, Office of Elementary and Secondary Education - March 3, 2009
On March 3, 2009, the U.S. Department of Education's Office of Elementary and Secondary Education published an announcement in the Federal Register inviting applications for FY 2009 Early Reading First Program awards - CFDA#s 84.359A and B. This program supports local efforts to enhance the oral language, cognitive, and early reading skills of preschool-aged children, especially those from low-income families, through strategies, materials, and professional development that are grounded in scientifically based reading research.
Applications Available: March 3, 2009.
Deadline for Transmittal of Pre-Applications: April 2, 2009.
Deadline for Transmittal of Full Applications: June 16, 2009.
URL: For complete information go to http://www2.ed.gov/legislation/FedRegister/announcements/2009-1/030309c.html
Source: National Center for Children in Poverty - March 5, 2009
A new report from the National Center for Children in Poverty (NCCP), entitled State-based Home Visiting: Strengthening Programs through State Leadership, by Kay Johnson, describes the results of a survey and a roundtable discussion about state-based home visiting programs. It is meant to help inform the field about the following two questions:
It is available online at http://www.nccp.org/publications/pub_862.html
Source: Center for Law and Social Policy - March 4, 2009
The Center for Law and Social Policy (CLASP) recently published the following new publications related to early childhood care and development:
Source: Early Head Start National Resource Center - March 6, 2009
The Early Head Start National Resource Center is conducting a two-part national audioconference series that will address homelessness, how it affects expectant families and infants, toddlers, and their families, and how programs can respond. To learn more and to register for the calls go to http://www.ehsnrc.org/Activities/AudioConferences.htm
PART 1, Providing a Safe Haven to Expectant Families and Infants, Toddlers and Their Families in Your Program, will air March 25, 2009 2:00 - 3:30 pm EST. The registration deadline is March 16, 2009
PART 2, Creating Safe Havens through Community Connections: Serving Expectant Families and Infants, Toddlers and Their Families in Your Community, will air May 13, 2009 2:00 - 3:30 pm EST. The registration deadline is May 4, 2009.
Source: Science Daily - March 11, 2009
A recent British study found that children born extremely prematurely are at high risk of developing learning difficulties. Of 219 children born below 26 weeks gestation, the resarch team found that almost two thirds demonstrated learning disabilities by the time they reached age eleven and required additional support at school. The researchers used standardised tests of cognitive ability and academic attainment, and teacher reports of school performance and special educational needs. To read more go to http://www.sciencedaily.com/releases/2009/03/090311183156.htm.