In this Issue:
Source: Institute for Education Sciences - January 19, 2016
A recent press release from the Institute of Education Sciences (IES) announced the launch of a new Early Learning Research Network, which will examine why many children experience academic and social difficulties as they begin elementary school. The Network will focus on identifying malleable factors (such as state and local policies, instructional practices, parental support, and others) that are associated with early learning and achievement from preschool through the early elementary school grades. The ultimate goal is to increase the field's understanding and implementation of policies and programs that support early learning and promote ongoing academic success.
Source: Early Childhood Data Collaborative and Data Quality Campaign - January 21, 2016
Having strong data linkages between the early childhood and K-12 sectors enables states to better support children's transition into school, identify areas of need and best practices, strengthen and support the early childhood workforce, allocate scarce resources, and make other important education decisions. A new brief, Roadmap for Early Childhood and K-12 Data Linkages (January 2016) describes key focus areas in developing a high-quality link between early childhood and K-12 data systems. It includes six case studies of states working to ensure that all children enter school kindergarten-ready.
Source: National Endowment for the Arts - Retrieved January 22, 2016
A recently published report, The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation: A Literature Review and Gap-Analysis (2000-2015) (December 2015), reviews the existing research on the potential benefits of arts participation for children from birth to eight years old. The studies reviewed looked at typically developing children, as well as children with autism spectrum disorder. The report finds that arts participation in early childhood is strongly linked to:
Source: Center on the Developing Child at Harvard University - Retrieved January 2016
Lack of predictable and stable daily routines at home can make it hard for children to develop executive function skills, which are critical to a child's ability to filter distractions, prioritize tasks, set and achieve goals, and control impulses. Later in life, these skills are also essential for adults in their roles as parent, employee, friend, and citizen. A new video, Ready4Routines: Building the Skills for Mindful Parenting (4:50 minutes), describes the Ready4Routines intervention, which seeks to strengthen executive function skills in adults and children, while also increasing predictability within young children’s lives.
Source: National Research Council - Retrieved January 22, 2016
Drawing from the Institute of Medicine (IOM) and National Research Council (NRC) Report, Transforming the Workforce for Children Birth through Age 8 (2015), a new Online Mapping Tool and accompanying Discussion Guide have been released to help facilitate implementation of the 2015 report recommendations. These new resources offer suggestions to help potential partners explore ways to work together to improve professional learning and other supports for the workforce across the early care and education, social services, and health sectors.