In this Issue:
Source: Committee on Education and Labor - September 17, 2009
On September 17, 2009, the U.S. House of Representatives approved the Student Aid and Fiscal Responsibility Act (H.R 3221) by a bipartisan vote of 253 to 171. Among other investments, H.R. 3221 establishes an Early Learning Challenge Fund, an 8-billion dollar, 8-year investment to award competitive grants to states that implement comprehensive standards-based reforms to their early learning systems to help transform early education standards and practices, build an effective early childhood workforce, and improve the school readiness outcomes of young children. The Senate Committee is expected to take up the bill in the next few weeks.To learn more, go to http://edlabor.house.gov/newsroom/2009/09/house-approves-legislation-to-1.shtml
Source: Pre-K Now - Retrieved September 18, 2009
Pre-K Now has published a new policy paper, New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts (2009), by Chrisanne L. Gayl, Marci Young, and Kathy Patterson. The paper summarizes the benefits of using Title I dollars to support pre-k programs, discusses existing guidance from the U.S. Department of Education on this topic, provides examples of districts that are doing it successfully, and suggests ways to coordinate local initiatives with state pre-k programs. It is available online at http://www.preknow.org/documents/titleI_Sep2009.pdf
Source: ZERO TO THREE Policy Center and the Ounce of Prevention Fund - To be held October 7, 2009
On October 7, 2009 at 2:00 pm ET, the ZERO TO THREE Policy Center and the Ounce of Prevention Fund will host a webinar/web-based conference call on creative state financing structures for infant-toddler services. Four states' (Illinois, Kansas, Nebraska, and Oklahoma) with innovative models of investing in services for at-risk infants and toddlers will be highlighted. A joint policy paper from ZERO TO THREE and the Ounce of Prevention Fund will be released in conjunction with the webinar. Space for this conference call is limited.
Be sure to test your network and system compatibility with iLinc and prepare your computer prior to joining the webinar at https://demo.ilinc.com/perl/ilinc/lms/systest.pl?activity_id. A recording of the webinar and supporting materials will be posted on the ZERO TO THREE website at http://www.zerotothree.org/policywebinars for those who are unable to attend the live event.
Source: U.S. Department of Health and Human Services, Office of Head Start - To be held October 7, 2009
On October 7, 2009, 2:00-3:00 p.m. (ET), the Office of Head Start is launching a year-long series of professional development activities intended to help programs support the healthy development and learning of Dual Language Learners (DLLs). Information about the first Webcast in the series, Ready for Success: Supporting Dual Language Learners in Head Start, is available at http://www.fc-tv.com/clients/headstart/duallanguage/registration-test.asp
Source: Organization for Economic Co-operation and Development - September 1, 2009
A new report from the Organization for Economic Co-operation and Development (OECD) recommends that the U.S. government spend more money on children in the first six years of their lives. The report, Doing Better for Children (2009), shows that the U.S. spends about $20,000 per child up to age 6 whereas the average OECD member country spends the equivalent of $30,000. This pattern reverses as children get older. Total spending per child in the U.S. is $140,000, significantly more than the OECD average of $125,000. Yet U.S. children do less well than their peers in most other OECD countries in areas such as health and education. To access the report, go to http://www.oecd.org/document/12/0,3343,en_2649_34819_43545036_1_1_1_37419,00.html
Source: FPG Child Development Institute - September 15, 2009
The FPG Child Development Institute has published a new Snapshot, entitled Preparing Early Childhood Teachers for Multicultural Classrooms (2009), which summarizes the findings of a recent FPG study examining the impact of geographical contexts, institutional characteristics and program characteristics on cultural and linguistic diversity coursework and practica requirements in 416 Bachelor's degree programs that prepare early childhood teachers. It is available online at http://www.fpg.unc.edu/~snapshots/Snap58.pdf
To learn more: Lim, C-I., Maxwell, K. L., Able-Boone, H., & Zimmer, C.R. (2009). Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica. Early Childhood Research Quarterly, 24(1), 64-76.
Source: National Association for the Education of Young Children - September 15, 2009
This month's Radio segment from the National Association for the Education of Young Children (NAEYC) features an interview with Ellen Galinsky, president and co-founder of the Families and Work Institute, who discusses an initiative on making brain development research less confusing for parents and teachers to use and trust. The Mind in the Making Initiative will officially launch later this year. So far the Institute has filmed 60 researchers in action and hopes to use these videos help bridge the gap between research and practice. To listen to the interview, go to http://www.naeyc.org/newsroom/NAEYCradio
Source: National Center for Family Literacy - Retrieved September 18, 2009
The National Center for Family Literacy has published an introductory guide describing ways in which teachers can use research effectively for early language and emergent literacy instruction. What Works: An Introductory Guide for Early Language and Emergent Literacy Instruction (2009), by Donna Bell and Laura Westberg, is based on the report of the National Early Literacy Panel that was released last year, entitled Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Intervention (2008)
To access the Introductory Guide, go to http://www.famlit.org/pdf/what-works.pdf
To access the National Early Literacy Panel report, go to http://www.nifl.gov/publications/pdf/NELPReport09.pdf