In this Issue:
Source: ZERO TO THREE and the Erikson Institute - June 4, 2014
ZERO TO THREE and the Erikson Institute recently published a new report, Infant, Toddler, and Early Childhood Mental Health Competencies: A Comparison of Systems (2014) by Jon Korfmacher, which looks at how different state working groups have articulated the knowledge and skills needed by early childhood mental health providers, and how these competencies are being used. The report includes a comparison of early childhood mental health competency systems across six states - California, Colorado, Florida, Michigan, Ohio and Vermont.
Source: National Center for Children in Poverty - June 5, 2014
On June 5, 2014, the National Center for Children in Poverty (NCCP) released updated Early Childhood State Policy Profiles, highlighting state policies in the areas that affect the health and well-being of young children in low-income families. NCCP has also updated the Young Child Risk Calculator, an interactive tool that shows how many children in each state are experiencing serious risks to their development. The tool allows users to select from five age groups: 0-3, 3-5, 6-8, 0-6, and 0-9, as well as three economic and seven other risk factors known to affect children's development. The Early Childhood State Policy Profiles and Young Child Risk Calculator are products of the Improving the Odds Project for Young Children Project at NCCP.
Source: U.S. Department of Education, Office of Planning, Research & Evaluation - June 5, 2014
A new technical brief from the Office of Planning, Research & Evaluation (OPRE) reports on the use of the Toddler Classroom Assessment Scoring System (CLASS-T) in the Early Head Start Family and Child Experiences Survey (Baby FACES). The authors provide an overview of the Baby FACES study and a descriptive snapshot of quality in center-based settings based on observations in Early Head Start classrooms serving 2- and 3-year-old children. They then document evidence from Baby FACES of the instrument's psychometric properties, including results of factor analyses, internal consistency reliability, and concurrent and predictive associations to child development outcomes and other key indicators of quality. To learn more, see Observed Quality and Psychometric Properties of the CLASS-T in the Early Head Start Family and Child Experiences Survey (2014).