In this Issue:
Source: U.S. Department of Education - December 22, 2010
Applications for the U.S. Department of Education's Teaching Ambassador Fellowship program are now available online. Teaching Ambassadors are outstanding teachers with a record of leadership, strong communication skills, and policy insight who work for one year for the U.S. Department of Education, either full-time in Washington, DC or part-time in their home states. The program enables a cadre of outstanding teachers, including early learning teachers, to contribute their classroom expertise to the national dialogue and in turn facilitate discussions with educators across the country. More information and details about how to apply are available at http://www2.ed.gov/programs/teacherfellowship/index.html. Application deadline is January 17, 2011. For additional information, please contact Gillian Cohen-Boyer at 202-401-1259.
Source: U.S. Department of Health and Human Services - December 21, 2010
The U.S. Department of Health and Human Services recently released Child Maltreatment 2009, its annual report of data collected from the States' child protective services (CPS) agencies via the National Child Abuse and Neglect Data System. The report indicates that the number of children who suffered maltreatment decreased for the third year in a row. The number of nationally estimated unique victims was 702,000 (9.3 victims per 1,000 children in the population). The youngest children continued to be the most vulnerable to maltreatment. One-third of all FFY 2009 victims were younger than 4 years and children younger than 1 year had the highest rate of victimization (20.6 per 1,000 children in the population of the same age). To learn more, see the full report at http://www.acf.hhs.gov/programs/cb/pubs/cm09/index.htm
Source: Center for Early Literacy Learning - December 14, 2010
The Center for Early Literacy Learning has released its third set of CELLcasts for parents. These audio/video versions of CELL practices can be watched and listened to online or downloaded to an iPod/Mp3 player. Homespun Fun teaches parents where to find everyday literacy-rich experiences throughout their own home. Letters & Symbols are Everywhere teaches toddlers that signs and symbols have meanings. Read With Me illustrates many early literacy learning opportunities for preschoolers that can be found during story time. They are available at http://www.earlyliteracylearning.org/ta_cellcasts1.php
CELL is funded by the U.S. Department of Education, Office of Special Education Programs Research to Practice Division and is a major initiative of the Center for Evidence-Based Practices at the Orelena Hawks Puckett Institute.
Source: Government Accountability Office - December 15, 2010
On December 15, 2011, the Government Accountability Office (GAO) released the following report: Recovery Act: Head Start Grantees Expand Services, but More Consistent Communication Could Improve Accountability and Decisions about Spending, GAO-11-166.
Source: Pre-K Now - Retrieved December 28, 2010
Pre-K Now has published its Votes Count 2011 Report, which reviews fiscal year 2011 funding and legislative action on publicly funded pre-kindergarten programs in all 50 states and the District of Columbia. Despite widespread budget shortfalls, most state legislatures have protected pre-k programs. While a number of states cut or eliminated early education funding, in most cases lawmakers opted to maintain or increase pre-k investments and to better integrate pre-k into their school systems. To learn more, go to http://www.preknow.org/votescount/index.cfm
Source: What Works Clearinghouse, Institute of Education Sciences - December 14, 2010
On December 14, 2010 the What Works Clearinghouse (WWC) released a "quick review" of the Head Start Impact Study: Final Report, based on additional information on attrition and baseline equivalence provided by the study authors. The Head Start Impact Study looked at the effects of offering Head Start to preschoolers. The review is available online at http://ies.ed.gov/ncee/wwc/QuickReviewSum.aspx?sid=153
Source: National Institute of Mental Health (NIMH) - December 8, 2010
Targeting the core social deficits of autism spectrum disorders (ASD) in early intervention programs yielded sustained improvements in social and communication skills even in very young children who have ASD, according to a study funded by the National Institute of Mental Health (NIMH), part of the National Institutes of Health. For more information, read the full press release at http://www.nih.gov/news/health/dec2010/nimh-08.htm. An abstract of the study is available at http://www.ncbi.nlm.nih.gov/pubmed/21126245
Full citation: Landa, R. J., Holman, K. C., O'Neill, A. H., & Stuart, E. A. (2010). Intervention Targeting Development of Socially Synchronous Engagement in Toddlers with Autism Spectrum Disorder: A Randomized Controlled Trial. Journal of Child Psychology and Psychiatry, 52(1):13-21. doi: 10.1111/j.1469-7610.2010.02288
Source: Early Childhood Research & Practice - Retrieved December 29, 2010
The Fall 2010 issue of Early Childhood Research & Practice is now available online. This special issue focuses on the topic of science, technology, engineering, and math (STEM) in the lives of young children. An introduction is available at http://ecrp.uiuc.edu/v12n2/intro.html. The table of contents and the full-text of all articles can be accessed at http://ecrp.uiuc.edu/v12n2/index.html