In this Issue:
Source: National Institute for Early Education Research - April 29, 2013
The National Institute for Early Education Research (NIEER) recently released the latest in its State Preschool Yearbook series, which has tracked funding, access, and policies for state preschool programs since 2002. The State of Preschool 2012 describes national trends and presents detailed profiles outlining each state's policies with respect to preschool access, quality standards, and resources for the 2011-2012 program year. It finds that 28% of America's 4-year-olds were enrolled in a state-funded preschool program in the 2011-2012 school year, which is the same percentage as the year before, and there was an unprecedented funding drop of $500 million nationwide. The appendices include tables with the complete 2011-2012 survey data obtained from every state, as well as Head Start, child care, U.S. Census, and special education data.
Source: Center for the Developing Child at Harvard University - Retrieved May 3, 2013
The Center for the Developing Child at Harvard University has released a new 5-minute video, Building Adult Capacities to Improve Child Outcomes: A Theory of Change (2013), which describes the need to focus on building the capabilities of caregivers and strengthening the communities that together form the environment of relationships essential to children's lifelong learning, health, and behavior. The video depicts the Frontiers of Innovation community's theory of change for achieving breakthrough outcomes for vulnerable young children and families.
Source: ZERO TO THREE Policy Center - April 29, 2013
The ZERO TO THREE Policy Center has published a new resource on infant and early childhood mental health (I-ECMH), Nurturing Change: State Strategies for Improving Infant and Early Childhood Mental Health (2013). The paper provides an in-depth look at some of the promising strategies states have employed to address I-ECMH access, delivery, financing, evidence base, and systems-level issues across the promotion, prevention, and treatment continuum. It is a follow-up to ZERO TO THREE's 2012 paper, Making It Happen: Overcoming Barriers to Providing Infant-Early Childhood Mental Health.
Source: Results Matter - April 22, 2013
Results Matter, a program of the Colorado Department of Education, recently released a new video, Using Technology to Enhance Instruction and Family Engagement (Runtime: 9:44), which illustrates how a preschool teacher uses a variety of technologies in her classroom, including computers, iPads, iPods, a Promethean Board, and a media sharing site, to enhance instruction for children and engage their families. It is posted at the top of the page in three sections of the Results Matter Video Library, including: Practices Here and There, Using Technology for Authentic Assessment and iPads in Early Childhood. As with all Results Matter videos, it can be viewed online or downloaded at no cost for use in educational and professional development activities.
Source: U.S. Department of Education, Institute of Education Sciences - April 23, 2013
On April 23, 2013, the Director of the Institute of Education Sciences (the Institute) published a Federal Register Notice about the Institute's FY 2014 competitions for grants to support education research and special education research. The Institute's purpose in awarding these grants is to provide national leadership in expanding fundamental knowledge and understanding of developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and of education outcomes for all students from early childhood education through postsecondary and adult education. The Federal Register Notice states that due to limited funding, the Institute's National Center for Special Education Research (NCSER) will not hold competitions in FY 2014. Instead, NCSER expects to fund a number of previously submitted high-quality grant proposals from the existing slates of applicants developed during the FY 2013 competitions. See NCSER Competitions for more information.