In this Issue:
Source: National Center for Research on Early Childhood Education - Retrieved May 17, 2013
The National Center for Research on Early Childhood Education (NCRECE) has published a new research brief, Teachers' Emotional Consistency Matters for Preschool Children (2013), which highlights findings about how teachers' emotional support in classrooms relates to childrens' outcomes in preschool and kindergarten. The findings suggest that more consistent emotional support is related to better academic and social outcomes, emphasizing the potentially important role of consistency in children's school experiences.
The research brief is based on the following published study:
Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers' emotional support consistency predicts children's achievement gains and social skills. Early Education and Development, 24, 292-309. doi:10.1080/10409289.2012.665760
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved May 17, 2013
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently added several new items to its Backpack Connection Series, including:
The Backpack Connection Series provides a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior.
Source: Center for Early Childhood Mental Health Consultation - Retrieved May 17, 2013
Maternal depression interferes with a mother's ability to be responsive to her new baby; and many new mothers suffer from symptoms of maternal depression, especially in families with lower incomes. The Center for Early Childhood Mental Health Consultation (CECMHC) recently published Five Action Steps to Address Maternal Depression in Head Start Programs (2013), which provides information and resources related to the following five strategies programs can use to reduce the impact of depression in the families they serve:
On a related note, the Maternal and Child Health Library at Georgetown University has recently updated its Knowledge Path on Perinatal Maternal Depression, providing a selection of current, high-quality resources about the prevalence and incidence of perinatal depression; identification and treatment; impact on the health and well-being of new mothers and their infants; and implications for service delivery.
Source: Center for Early Care and Education Research-Dual Language Learners - Retrieved May 16, 2013
The Center for Early Care and Education Research-Dual Language Learners (CECERDLL) at the University of North Carolina, Chapel Hill has published a new research report, Dual Language Learners: Research Informing Policy (May 2013). The report provides foundational information about young children 0-5 years of age who are dual-language learners (DLLs) and offers suggestions for how to better coordinate policies and practices aimed at supporting DLLs between and across early care education and K-12 settings. It highlights research findings which show that dual-language learners develop language and literacy skills differently than their monolingual peers and benefit most in early childhood programs that regularly expose them to both their first and second language.
Source: National Governors Association - May 16, 2013
The National Governors Association (NGA) has published a new paper, Effect of Provider Payment Reforms on Maternal and Child Health Services (2013), which describes a number of different provider payment reforms states are adopting to reduce costs and improve health outcomes for women and their children. Some of the strategies described include: medical/health homes, quality-based payment incentives, bundled payments for episodes of care, and accountable care organizations (ACOs). The paper discusses how these reforms can potentially improve outcomes, particularly for vulnerable populations such as children with special health care needs and women of color.