In this Issue:
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - August 31, 2012
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently hosted a webinar, Positive Behavior Interventions and Supports from Preschool to High School: A Conversation about Implementation (August, 2012), which is now available for viewing online. The webinar features a discussion with Glen Dunlap, Lise Fox, and George Sugai on the key elements of Positive Behavior Interventions and Supports (PBIS) and implementation features within early childhood programs and K-12 schools.
Source: CONNECT: The Center to Mobilize Early Childhood Knowledge - August 29, 2012
CONNECT's online learning module on Tiered Instruction is now available in Spanish. This module focuses on the purpose, use and potential benefits of tiered instruction when working with young children. See CONNECT Module 7 Spanish version. See all seven CONNECT Modules.
Source: Child Care Aware of America - August 26, 2012
Child Care Aware of America (formerly NACCRRA, the National Association of Child Care Resource & Referral Agencies) has published a new research paper, Effective Inspection Policies Promote Children's Safety and Healthy Development in Child Care (August 27, 2012). The report looks at state child care inspection policies, which vary greatly from state to state, and provides recommendations to ensure that children are safe.
Source: National Council of La Raza - August 23, 2012
On August 23, 2012 the National Council of La Raza released four new briefs highlighting early childhood education programs that exemplify best practices in serving young Latino and English language learner (ELL) children and their families. Each brief profiles one program and provides policy recommendations to help bring the program to scale. The briefs include:
Source: National Institutes of Health - August 28, 2012
The stresses of poverty — such as crowded conditions, financial worry, and lack of adequate child care — lead to impaired learning ability in children from impoverished backgrounds, according to a theory based on several studies by a researcher funded by the National Institutes of Health (NIH). The studies matched stress hormone levels to behavioral and school readiness test results in young children from impoverished backgrounds. High levels of stress hormones influence the developing circuitry of children's brains, inhibiting higher cognitive functions such as planning, impulse and emotional control, and attention. Known collectively as executive functions, these mental abilities are important for academic success. See the NIH press release (August 28, 2012) for more information.
Source: PreK-3rd Data Resource Center - August 31, 2012
On August 20, 2012, the PreK-3rd Data Resource Center at the University of Michigan Inter-University Consortium for Political and Social Research (ICPSR) held a webinar to introduce users to their website, which provides access to eight longitudinal datasets and user guides selected for their potential to inform preK-3rd policy and practice. The most recently added dataset is the Pre-Elementary Education Longitudinal Study (PEELS), which follows the achievement of children with disabilities (physical, mental, emotional) in prekindergarten, kindergarten, and elementary school and the factors associated with achievement. View the webinar for additional information.