In this Issue:
Source: U.S. Department of Health and Human Services - June 19, 2015
On June 17, 2015, the U.S. Department of Health and Human Services (HHS) unveiled the first holistic revision of the Head Start Program Performance Standards since they were originally published in 1975. The Notice of Proposed Rule Making was published in the Federal Register on June 19, 2015 and is open for comment until August 18, 2015. The proposed rule sets an expectation that all Head Start programs serve preschoolers for a full school day and a full school year; raises standards to reflect current research on brain development, early learning, and effective practice; builds teacher skills and improves classroom performance through a system of evidence-based, individualized professional development; and reduces regulatory burden. View the news release and more information about the revised standards and comment process online.
Source: Economic Policy Institute - June 17, 2015
A new report from the Economic Policy Institute explores the gaps that exist even before children enter kindergarten by social class and race/ethnicity in both cognitive skills (math, reading, and executive function) and noncognitive skills (self-control, approaches to learning, and interactions with teachers and peers). Findings indicate that social class is the single most influential factor on how ready children are to learn when they enter kindergarten. Race-based gaps decrease significantly when socioeconomic status is taken into account. See Early Education Gaps by Social Class and Race for a summary of the report's major findings and infographics on skill gaps in kindergarten. Download the full report, Inequalities at the Starting Gate Cognitive and Noncognitive Skills Gaps between 2010-2011 Kindergarten Classmates (June 2015), here.
Source: Children's Bureau, Child Welfare Information Gateway - June 16, 2015
A new brief, Understanding the Effects of Maltreatment on Brain Development (2015), provides basic information about brain development and the effects of abuse and neglect on that development. It is meant to help professionals understand the emotional, mental, and behavioral impact of early abuse and neglect on children who come to the attention of the child welfare system.
Source: Desired Results Access Project - June 3, 2015
A new video on early childhood inclusion has been posted in the General Interest section of California's Desired Results access Project Video Library. The video illustrates how essential early childhood inclusion is for all children, including those who cannot be in close proximity to other children because of health concerns. It can be viewed online and downloaded at no cost for use in educational and professional development activities.
Source: National Center for Children in Poverty - June 18, 2015
The National Center for Children in Poverty (NCCP) recently updated the following resources: