In this Issue:
Source: U.S. Departments of Education and Health and Human Services - June 20, 2012
On June 20, 2012, the U.S. Departments of Education and Health and Human Services published an invitation to comment on Proposed Requirements-Race to the Top-Early Learning Challenge: Phase 2. In this phase of the RTT-ELC competition, they propose to make awards to certain States that applied for, but did not receive, funding under Phase 1, which was held in fiscal year (FY) 2011. Specifically, they would consider eligible the five highest-scoring applicants that did not receive funding in the FY 2011 RTT-ELC competition. Comments must be received on or before July 20, 2012. A PDF version of the Federal Register Notice is also available.
Source: National Association for the Education of Young Children - June 22, 2012
The National Association for the Education of Young Children (NAEYC) has developed a new collection of resources on developmentally appropriate practice (DAP), an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals. It is the foundation for all of NAEYC's work.
Source: Center for Early Childhood Mental Health Consultation - Retrieved June 18, 2012
The Center for Early Childhood Mental Health Consultation (CECMHC) has added two resources to its collection of tips for families and providers: Social Emotional Tips for Families with Toddlers (2012) and Social Emotional Tips for Providers Caring for Toddlers (2012). These resources include one-page posters with tips for families and providers to use to help nurture the social emotional health of toddlers during specific daily routines including: dressing, meal times, play time, resting and diapering. Each poster offers a rationale for using the tips which are based on research.
Source: National Institutes of Health - June 21, 2012
Recent findings from a study supported by the National Institutes of Health (NIH) showed that an intervention in which adults actively engaged the attention of preschool children with autism by pointing to toys and using other gestures to focus their attention resulted in a long term increase in language skills. See the NIH news release for a summary of the findings.
Full citation: Kasari, C., Gulsrud, A., Freeman, S., Paparella, T. & Hellemann, G. (2012, May). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51, (5), 487-495.
Source: Early Childhood Research & Practice Journal - June 22, 2012
The Spring 2012 issue of Early Childhood Research & Practice (ECRP) is now available online. ECRP is an open-access, peer-reviewed, bilingual Internet journal in early care and education. Go to the Table of Contents for this issue's articles. ECRP is sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign.