In this Issue:
Source: U.S. Department of Health and Human Services, Administration for Children and Families - January 4, 2013
The U.S. Department of Health and Human Services' Administration for Children and Families (ACF) recently published a set of resources to help strengthen the ability of early care and education providers to serve young children experiencing homelessness. These include:
More 1.6 million children in the United States live on the streets or in homeless shelters and 42% of these children are under the age of six.
Source: U.S. Department of Education, Office of Special Education Programs - January 15, 2013
On January 15, 2013, the U.S. Department of Education's Office of Special Education Programs (OSEP) published the following grant announcements in the Federal Register:
Application packages for the 84.325D and 84.325K competitions are also posted on the Department's FY 2013 Discretionary Grant Competitions Web page.
Source: Annie E. Casey Foundation - Retrieved January 18, 2013
In a recent policy report, the Annie E. Casey Foundation discusses the increased number of children living with extended family and close friends, a longtime practice known as kinship care. Stepping Up for Kids: What Government and Communities Should Do to Support Kinship Families (2012) includes the latest data for states, the District of Columbia, and the nation, as well as a set of recommendations on how to support kinship families.
Source: Center for Early Childhood Mental Health Consultation - Retrieved January 18, 2013
The Center for Early Childhood Mental Health Consultation has published a new tutorial, Cultural and Linguistic Competence in Early Childhood Mental Health Consultation. The purpose of the tutorial is to help early childhood mental health consultants understand what is meant by cultural and linguistic competence and to recognize the preparation, skills, and practices that support effective service delivery within and across diverse cultures and communities.
Source: National Center for Research on Early Childhood Education - Retrieved January 18, 2013
A recent study compared universal (available to all children) and targeted (offered only to children with specific risk factors) Pre-Kindergarten programs. Results showed that two aspects of structural quality (e.g., hours per day and teacher education) were higher in universal programs, but process quality (e.g., child interactions and feedback) was higher in targeted programs. Children's achievement was not different across programs. To learn more see Comparing Universal and Targeted Pre-Kindergarten Programs (2013), by Aryn M. Dotterer, Margaret Burchinal, Donna Bryant, Diane Early, and Robert C. Pianta.