In this Issue:
Source: Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services - March 27, 2015
Research shows that there is a high rate of exposure to trauma among infants and toddlers, particularly children living in high-poverty communities. A new Research-to-Practice Brief, Services for Families of Infants and Toddlers Experiencing Trauma (2015), summarizes what is known about the impact of trauma on the development of infants and toddlers and discusses intervention strategies that could potentially protect them from the adverse consequences of traumatic experiences.
Source: Harvard Family Research Project - March 25, 2015
The March 2015 Newsletter from Harvard's Family Involvement Network of Educators (FINE) discusses the evidence-base supporting the importance of the transition to kindergarten and profiles several programs in high-risk districts that are working to address existing inequalities. The newsletter includes a commentary on Four Important Things Research Tells Us About the Transition to School, including:
Source: Office of Child Care, U.S. Department of Health and Human Services - March 25, 2015
On November 18, 2014, the President signed the Child Care and Development Block Grant (CCDBG) Act of 2014 into law. The new law reauthorized the Child Care and Development Fund (CCDF) for the first time since 1996. It defines health and safety requirements for child care providers, outlines family-friendly eligibility policies, and ensures that parents and the general public have transparent information about the child care choices available to them. The Office of Child Care recently posted responses to Frequently Asked Questions about the new law online.
Source: Division for Early Childhood (DEC) of the Council for Exceptional Children - March 27, 2015
There is a new URL for the DEC Position Statement on Leadership in Early Intervention and Early Childhood Special Education (March 2015), which was highlighted in last week's issue of eNotes. This position statement focuses on promoting high-quality leadership at all levels of the early intervention / early childhood special education service systems. It can now be accessed at http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/LdrshpPositionStatement_final_Mar%202015%20(1)(1).pdf