In this Issue:
Source: What Works Clearinghouse, Institute of Education Sciences - July 31, 2012
The What Works Clearinghouse (WWC) has released a new single study review of a report that looks at the impact of a full two-year Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) training and support model for teachers, as compared to a limited LEAP model, in which no professional development support was provided. Findings showed a positive impact after two years of the full LEAP training and support model on the average classroom-level behavior, communication, intellectual, and social outcomes of preschool children with Autism Spectrum Disorder (ASD). The average effect sizes for all four domains were statistically significant and substantively important. Read the WWC review here.
Citation for the full report: Strain, P. S., & Bovey II, E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133-154.
Source: National Association for the Education of Young Children - Retrieved August 7, 2012
The National Association for the Education of Young Children (NAEYC) has published an new public policy report, Strategic Directions: Technical Assistance Professionals in State Early Childhood Professional Development Systems (2012), which examines the growing field of professional coaches, mentors and consultants working with early childhood programs and provides policy recommendations to strengthen state professional development systems in four key areas: a common terminology for the diversity of technical assistance professionals; standards along with competencies, qualifications and credentials aligned to these roles; career pathways, ongoing support and appropriate compensation; and data, evaluation and quality assurance. The report is based on NAEYC's analysis of responses generated as a result of focus groups, an online survey, and individual interviews conducted in the Fall of 2011 and Winter of 2012.
Source: U.S. Department of Education, Office of Special Education Programs - Retrieved August 9, 2012
The U.S. Department of Education, Office of Special Education Program's 2012 IDEA Leadership Conference (previously named the OSEP Leadership Conference) took place in Washington DC on July 30-August 1, 2012. The conference brought together Parent Centers, State Directors of Special Education, Section 619 and Part C Coordinators, Data Managers, TA&D Projects, and others in the field. Materials from the conference, including webcasts, PowerPoint presentations and handouts are now available on the conference Web site. Presentations of special interest to the early childhood community were included on each day of the conference (click on a day and scan down the page) and on Tuesday, there was a whole strand of early childhood sessions.
Source: Harvard Family Research Project - August 7, 2012
The Harvard Family Research Project has launched a new early childhood section on their Web site devoted to parent, family, and community engagement (PFCE) in early childhood education. Resources are organized by the following categories:
The resources in each group highlight strategies for promoting positive outcomes for children and families.
Source: Urban Child Institute - Retrieved August 10, 2012
The Urban Child Institute recently published a new infographic, Pre-K Matters: Exploring the Impact of Pre-Kindergarten on Children and Their Communities (2012), which provides information on the short- and long-term academic, economic, and social impacts of Pre-K, as well as the return on investments that it delivers.