In this Issue:
Source: Save the Children - Retrieved September 7, 2012
Save the Children has released its 2012 National Report Card on Protecting Children During Disasters. The report finds that 17 states now meet four basic disaster preparedness and safety standards for children in child care and at school; 33 states and the District of Columbia still do not. This year's report highlights a critical standard which every state should have in place to address the needs of the most vulnerable children attending child care, infants and toddlers, as well as children with disabilities and those with access or functional needs. More than half of the states do not account for these children in their emergency preparedness plans.
Source: National Center for Education Statistics - September 5, 2012
The National Center for Education Statistics (NCES) is inviting comments on draft version 3 of the Common Education Data Standards (CEDS) until September 28, 2012. Version 3 includes expanded early learning elements, which were developed by early learning stakeholders from local school districts, state education agencies, national early childhood organizations, and the U.S. Departments of Education and Health and Human Services. CEDS are being developed to enable more consistent and comparable data to be used throughout all education levels and sectors, both within and across states. The aim is to increase the effective use of data for improved outcomes. View and submit comments on CEDS Elements - Version 3 (Draft) here. (Note: to see only Early Learning elements, select Early Learning from the drop-down menu in the "Filter by Domain" search box).
Source: FPG Child Development Institute - Retrieved September 7, 2012
Educare Schools provide full-day, full-year, high-quality early education and family support to children, from prenatal to 5 years, who are at risk of school failure. Recent data from 12 Educare Schools (Central Maine, Chicago, Denver, Kansas City, Miami, Milwaukee, Oklahoma City, Omaha at Indian Hill, Omaha at Kellom, Seattle, Tulsa at Hawthorne, and Tulsa at Kendall-Whittier) demonstrate that Educare results in preparing at-risk children for later academic achievement. Evaluation data show that more years of Educare attendance are associated with better school readiness and vocabulary skills. To learn more see Educare Implementation Study Findings (August 2012), published by the FPG Child Development Institute, University of North Carolina at Chapel Hill.
Source: National Institutes of Health, Centers for Disease Control and Prevention, & American Academy of Pediatrics - Retrieved September 7, 2012
International Fetal Alcohol Spectrum Disorders (FASDs) Awareness Day, recognized every year on the ninth day of the ninth month, is an important reminder that prenatal alcohol exposure is the leading preventable cause of birth defects and developmental disorders in the United States. See the statement from the National Institutes of Health (NIH) (September 5, 2012). The Centers for Disease Control and Prevention (CDC) has a collection of resources on FASDs. See also, Fetal Alcohol Spectrum Disorders (FASDs): A call to action, from the American Academy of Pediatrics (AAP).
Source: Center for Early Literacy Learning - September 4, 2012
The Center for Early Literacy Learning (CELL) has published a new research synthesis, Repeated Book Reading and Preschoolers' Early Literacy Development, CELLreviews, 5(5), 2012, by Carol M. Trivette, Andrew Simkus, Carl J. Dunst, and Deborah W. Hamby. The effects of repeated book reading on children's early literacy and language development were examined in this meta-analysis of 16 studies including 466 child participants. Results indicated that repeated book reading influenced both story-related vocabulary and story-related comprehension. Findings also showed that the adults' use of manipulatives or illustrations related to the story, positive reinforcement of children's comments, explanation concerning the story when asked, and open-ended questions to prompt child verbal responses were associated with positive child outcomes. Implications for practice are described. See all CELLreviews.
Source: U.S. Department of Education - September 7, 2012
Demonstration Grants for Indian Children is a competitive discretionary grant program that supports projects to develop, test and demonstrate the effectiveness of services and programs to improve educational opportunities and achievement of Indian children. One of the absolute priorities for this program is increasing school readiness skills of three- and four-year old Indian children to prepare them for successful entry into kindergarten. On September 7, 2012, the U.S. Department of Education announced 12 new FY 2012 awards totaling $3.3 million for this program. Eight of the awards have a preschool focus. See the announcement and list of awards.