In this Issue:
Source: IDEA Infant and Toddler Coordinators Association - Retrieved January 10, 2014
The IDEA Infant and Toddler Coordinators Association (ITCA) has published the results of its 2013 Tipping Points Survey - Part C Implementation: State Challenges and Responses online. The survey is used to help track emerging issues and state responses related to eligibility, finance and decisions regarding continued participation in the Early Intervention Program for Infants and Toddlers with Disabilities (Part C of IDEA). Forty-nine of the fifty-six states and jurisdictions responded to the survey and forty-three completed the survey. ITCA draws no conclusions from the data analysis but simply reports the data. All information is aggregated and the individual state responses are confidential.
Source: Open Society Foundations - December 2013
The Open Society Foundations has published a new video entitled Early Childhood Intervention: The Power of Family (December 2013). This 7:35 minute video features leaders in the field of early childhood development from around the world discussing the benefits of early childhood intervention and the key importance of families to the early intervention process.
Source: Children's Bureau - January 6, 2014
The Children's Bureau recently published Child Maltreatment 2012 (December 2013), its 23rd annual report on data collected from the States' child protective services (CPS) agencies via the National Child Abuse and Neglect Data System. The FFY 2012 report shows that the national estimate of unique child abuse and neglect victims was 678,810. Children from birth to 1 year had the highest rate of victimization. 26.8% of victims were younger than 3 years old and 19.9% were 3-5 years old. Boys accounted for 48.7% of victims and girls accounted for 50.9%. The majority of victims consisted of three ethnicities: (1) White, 44%, (2) Hispanic, 21.8%, and (3) African-American, 21%. Past Child Maltreatment reports are also available online.
Source: Education Commission of the States - January 10, 2014
The Education Commission of the States (ECS) recently published an analysis of 2013-14 state pre-K appropriations by the 50 states and the District of Columbia, which shows that for the second year in a row, in the midst of state budget constraints, policymakers are making significant investments in state-funded pre-K. Nationwide, there was 6.9% increase in state investments over fiscal year 2012-13. To learn more, see State Pre-K Funding - 2013-14 Fiscal Year (January 2014), by Emily Workman, Michael Griffith, and Bruce Atchison.
Source: Center on Enhancing Early Learning Outcomes - December 2013
The Center on Enhancing Early Learning Outcomes (CEELO) has published a new policy brief, Building Capacity through an Early Education Leadership Academy (December 2013) by Stacie G. Goffin. The policy brief was commissioned by CEELO as they begin designing an Early Education Leadership Academy (EELA) for early learning and K-Grade 3 State Education Agency/Early Learning Agency (SEA/ELA) administrators. The report presents a multi-dimensional view of the leadership development needs of SEA/ELA early learning administrators and provides a series of suggested actions to address these needs.
Source: International Journal of Early Childhood Special Education - January 4, 2014
The December 2013 issue of the International Journal of Early Childhood Special Education (INT-JECSE) is now available online. INT-JECSE is an open-access, peer reviewed journal offering scholarly articles on various issues related to young children with special needs (0-8 age) and their families. Select "Language: English" in the upper right corner of the page.
Source: U.S. Department of Education - January 10, 2014
The U.S. Department of Education recently published the following applications for new awards in the Federal Register:
Source: Office of Head Start, National Center on Cultural and Linguistic Responsiveness - Retrieved January 10, 2013
The Office of Head Start, National Center on Cultural and Linguistic Responsiveness, recently published a synthesis brief entitled Same, Different, and Diverse: Understanding Children Who Are Dual Language Learners. This brief highlights the similarities among ALL young children (those who are learning one or several languages), differences between children growing up with one language and children who are dual language learners (DLLs), and diversity among children who are DLLs (e.g., individual differences of temperament, interests, etc.).