June 8, 2012

In this Issue:

  1. The Condition of Education 2012
      Source: National Center for Education Statistics - Retrieved June 6, 2012
  2. Grant Notice - Models Promoting Young Children's Use of Assistive Technology
      Source: U.S. Department of Education - June 4, 2012
  3. Desired Results Video Library Adds Sixteen New Practice Clips
      Source: Desired Results access Project, California Department of Education - June 8, 2012
  4. Two Research Syntheses from the Center for Early Literacy Learning Available
      Source: Center for Early Literacy Learning - June 4, 2012
  5. WWC Intervention Report on Phonological Awareness Training in Early Education Settings
      Source: What Works Clearinghouse, Institute of Education Sciences - June 5, 2012
  6. New AAP Policy Statement Recommends Careful Approach to Using Sensory Integration Therapies
      Source: American Academy of Pediatrics - Retrieved June 8, 2012
  7. KIDS COUNT Report Finds More Children Raised By Relatives and Family Friends
      Source: Annie E. Casey Foundation - Retrieved June 8, 2012
  8. Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers
      Source: CLASP - Retrieved June 8, 2012
  9. Two Datasets and Users Guides Added to PreK-3rd Data Resource Center Collection
      Source: PreK-3rd Data Resource Center - June 7, 2012

1. The Condition of Education 2012

Source: National Center for Education Statistics - Retrieved June 6, 2012

The National Center for Education Statistics recently released The Condition of Education 2012, a congressionally mandated annual report that summarizes important trends in education using the latest available statistics. This year's report includes a section on "Early Education and Child Care Arrangements of Young Children," which shows that the percentage of 3- to 5-year-olds enrolled in full-day preprimary programs increased from 32% in 1980 to 58% in 2010. A section on "Children and Youth with Disabilities" shows that the number and percentage of children and youth served under the Individuals with Disabilities Education Act (IDEA) have declined each year from 2005-06 through 2009-10.

2. Grant Notice - Models Promoting Young Children's Use of Assistive Technology

Source: U.S. Department of Education - June 4, 2012

The U.S. Department of Education published the following notice in the Federal Register on June 4, 2012: Notice Inviting Applications for Technology and Media Services for Individuals with Disabilities - Models Promoting Young Children's Use of Assistive Technology (CFDA No. 84.327L). Applications are due on July 19, 2012.

3. Desired Results Video Library Adds Sixteen New Practice Clips

Source: Desired Results access Project, California Department of Education - June 8, 2012

The Desired Results access Project, funded by California's Department of Education, recently added a new "Practice Clips" section to their Digital Video library. The section includes sixteen new video clips that were produced to provide early childhood staff with opportunities to practice a variety of skills, including observation, documentation and assessment. These clips are available for viewing and may be downloaded at no cost for use in educational and professional development activities.

4. Two Research Syntheses from the Center for Early Literacy Learning Available

Source: Center for Early Literacy Learning - June 4, 2012

The Center for Early Literacy Learning (CELL) recently published the following two new CELLreviews on their Web site:

  • Effects of Reading to Infants and Toddlers on Their Early Language Development, CELLreview, 5(4), 2012, by Carl J. Dunst, Andrew Simkus, Deborah W. Hamby - The effects of reading to infants and toddlers were examined and results indicated that interventions were effective in promoting the children's expressive and receptive language. The benefits of the interventions increased the earlier the interventions were started and the longer they were implemented. Implications for research and practice are described.
  • Relationship Between Age of Onset and Frequency of Reading and Infants' and Toddlers' Early Language and Literacy Development, CELLreview, 5(3), 2012, by Carl J. Dunst, Andrew Simkus, Deborah W. Hamby - The effects of age and frequency of reading to infants and toddlers on their early literacy and language development were examined. Variations in both age of onset and frequency of reading were related to variations in outcomes and predicted differences in literacy and language development some 36 months after reading began. Implications of the findings for research and practice are described.

5. WWC Intervention Report on Phonological Awareness Training in Early Education Settings

Source: What Works Clearinghouse, Institute of Education Sciences - June 5, 2012

Phonological awareness, or the ability to detect or manipulate the sounds in words independent of meaning, has been identified as a key early literacy skill and precursor to reading. The What Works Clearinghouse (WWC) has published a new Intervention Report on Phonological Awareness Training, finding it to have potentially positive effects on communication/language competencies for children with learning disabilities in early education settings. See the full report.

6. New AAP Policy Statement Recommends Careful Approach to Using Sensory Integration Therapies

Source: American Academy of Pediatrics - Retrieved June 8, 2012

The American Academy of Pediatrics (AAP) has released a new policy statement, Sensory Integration Therapies for Children With Developmental and Behavioral Disorders, published in the June 2012 issue of Pediatrics. In the statement, the AAP recommends that pediatricians not use "sensory processing disorder" as an independent diagnosis and points out that sensory disorders may be characteristics of other developmental disorders, such as autism spectrum disorder, attention deficit/hyperactivity disorder, developmental coordination disorder and anxiety disorder. The statement also recommends that health care providers talk with families about the limited data that is available on the use of sensory-based therapies and teach them how to evaluate the effectiveness of a therapy.

7. KIDS COUNT Report Finds More Children Raised By Relatives and Family Friends

Source: Annie E. Casey Foundation - Retrieved June 8, 2012

A new a new KIDS COUNT report from the Annie E. Casey Foundation finds that in the past decade there has been an 18% increase in children living with relatives or close family friends, because their parents can no longer care for them. The report, Stepping Up for Kids: What Government and Communities Should Do to Support Kinship Families (2012), includes the latest data on kinship care for states, the District of Columbia, and the nation, as well as a set of recommendations on how to support kinship families.

8. Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers

Source: CLASP - Retrieved June 8, 2012

CLASP has released a new toolkit, Home Away From Home: A Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers (June 2012), which provides strategies to help states develop partnerships between home visiting and Family, Friend, and Neighbor (FFN) caregivers. The toolkit includes:

  • Background on home visiting partnerships and information on available home visiting models and their potential for use in partnership with FFN;
  • A planning guide for states to explore home visiting partnerships, including potential policy changes; and
  • Case studies of existing partnerships between home visiting models and FFN providers. Each case study includes information about the model used, professional development and workforce implications, implementation, challenges, and any available evaluation results.

9. Two Datasets and Users Guides Added to PreK-3rd Data Resource Center Collection

Source: PreK-3rd Data Resource Center - June 7, 2012

The PreK-3rd Data Resource Center at the University of Michigan Inter-University Consortium for Political and Social Research (ICPSR) has added two new datasets to their collection of longitudinal datasets and user guides, which are selected for their potential to inform PreK- 3rd policy and practice. The newly added datasets include:

  • The Head Start Impact Study (HSIS), 2002-2006, which tracks the impact of Head Start on children and families during the children's PreKindergarten, Kindergarten, and First Grade years; and
  • The Pre-Elementary Education Longitudinal Study (PEELS), which follows the achievement of students with disabilities (physical, mental, emotional) in PreKindergarten, Kindergarten, and elementary school and the factors associated with achievement.