In this Issue:
Source: Model Demonstration Coordination Center - December, 2013
The Model Demonstration Coordination Center, funded by the U.S. Department of Education's Office of Special Education (OSEP) has published findings about the implementation experiences and outcomes, and model sustainment and spread, of 3 early childhood language intervention models:
The findings presented in these briefs were generated from data collected across the participating model demonstration projects. Please see the individual projects for information on their models and resources:
Model Demonstration Center for Promoting Language and Literacy Readiness in Early Childhood
Dale Walker, Ph.D., Principal Investigator
Kathryn Bigelow, Ph.D., Co-Principal Investigator
Jane Atwater, Ph.D., Co-Principal Investigator
Juniper Gardens Children's Project, University of Kansas
Center on Everyday Child Language Learning
Carl Dunst, Ph.D., Co-Principal Investigator
Carol Trivette, Ph.D., Co-Principal Investigator
The Orelena Hawks Puckett Institute
KIDTALK-TACTICS Project (KTTP)
Ann Kaiser, Ph.D., Co-Principal Investigator Vanderbilt University
Juliann Woods, Ph.D., Co-Principal Investigator Florida State University
Source: Child Trends Hispanic Institute - September 24, 2014
Hispanic children are the largest racial/ethnic minority group of children in the U.S., and also the fastest-growing. A new report from the Child Trends Hispanic Institute, America's Hispanic Children: Gaining Ground, Looking Forward (September 2014), provides a statistical portrait of these children, drawn from the latest nationally-representative data. It highlights both positive trends among Hispanic children, as well as challenges that place them at a disadvantage from an early age relative to many other children in the U.S. One notable area of growth highlighted in the report is education.
Source: Center on the Developing Child at Harvard University - September 16, 2014
The Center on the Developing Child at Harvard University has published a new online training module, Building Brain Architecture: The Foundations of Lifelong Learning, Health, and Achievement. The module provides an overview of how early child and brain development happens, how it can be derailed and supported, and what effects early development can have on lifetime health and learning. It was a joint project of a cross-agency working group in Washington state and Frontiers of Innovation and was created to serve all adults whose decisions affect children, youth, and families. It takes about 30 minutes to complete.
Source: Early Learning Challenge Technical Assistance Program - September 23, 2014
Under the Race to the Top - Early Learning Challenge (RTT-ELC) grants, states are revising existing or implementing new kindergarten entry assessment (KEA) tools. A new document developed by the Early Learning Challenge Technical Assistance (ELC TA) program, Kindergarten Entry Assessments in RTT-ELC Grantee States (2014) provides an overview of the assessment instruments currently in use or being developed by the 20 States that have been awarded RTT-ELC grants. It details which States are collaborating on KEA development and provides information on the time frames for developing and conducting the assessments. It is based on a review of State websites, RTT-ELC Annual Performance Reports, and a brief prepared by the Center on Enhancing Early Learning Outcomes (CEELO).
Source: CLASP - September 16, 2014
A new brief from CLASP discusses recent data from the U.S. Census Bureau Current Population Survey (CPS) showing that in 2013, the overall child poverty rate fell for the first time since 2000. The poverty rate for children under age 5 fell from 24% in 2012 to 22% in 2013, however young children still have the highest poverty rates among any age group and the rate is even higher for young Black children (44%) and young Hispanic children (33%). To learn more about these findings, their implications, and steps that can be taken to address child poverty in the U.S., see New Census Data Tell Us That Poverty Fell in 2013 (September 2014).
Source: Office of Head Start - September 25, 2014
The Office of Head Start's National Center on Parent, Family, and Community Engagement (NCPFCE) recently published a new resource, Building Partnerships: Guide to Relationships with Families, which explores the role that positive goal-oriented relationships play in effective parent, family, and community engagement. It is intended for the Head Start and Early Head Start community and professionals in the early childhood field. It offers definitions, tools, and guides for reflective practice and supervision. See other recently published resources on NCPFCE's Family Engagement and School Readiness Web page.