In this Issue:
Source: Center for the Study of Child Care Employment - July 7, 2016
A new report, The Early Childhood Workforce Index (July 2016) by Marcy Whitebook, Caitlin McLean and Lea J.E. Austin, provides the first-ever comprehensive state-by-state analysis of early education employment conditions and policies across the United States. The report finds that policies in all 50 states and the District of Columbia fail to provide the compensation, work environments, and training that teachers need to provide high quality services for young children and their families. It also offers practical solutions that can be used to address these persistent challenges. State-specific findings can be accessed using this interactive map.
Source: Council for Exceptional Children, Division for Early Childhood - July 1, 2016
The Council for Exceptional Children's Division for Early Childhood (DEC) has drafted its first position statement on child maltreatment and is accepting general feedback, questions, and comments about the position statement until July 22, 2016. See the full announcement for more information. To access the statement and provide input, go to http://www.surveygizmo.com/s3/2781497/DEC-Position-Statement-Review. Please feel free to share this survey with friends and colleagues who are interested or have expertise in supporting young children with disabilities and maltreatment.
Source: Institute of Education Sciences, What Works Clearinghouse - July 5, 2016
A new What Works Clearinghouse Practice Guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 2016), provides evidence-based recommendations to improve the reading skills of children in kindergarten through 3rd grade. The practice guide provides tips and strategies that can be used in the classroom to improve teaching and learning around phonological awareness, fluency, vocabulary and other academic language skills. It can be used as a companion to a previously released WWC practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
Source: DEC's Journal of Early Intervention, Online First - June 20, 2016
An abstract of the following forthcoming article is now available at http://jei.sagepub.com/content/early/recent. OnlineFirst provides access to articles before they are scheduled to appear in print.
Kalli B. Decker and Claire D. Vallotton
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Freely available Podcasts of interviews with JEI authors can be accessed online.
Source: National Center for Education Statistics - June 30, 2016
A new report, Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry (June 2016), explores the relationship between children's primary early care and education (ECE) arrangements the year before kindergarten and their academic skills and learning behaviors at kindergarten entry. After accounting for characteristics of kindergartners and their families, generally academic skill and learning behavior scores were found to be lower for children who did not attend any ECE arrangement on a regular basis and for those who primarily attended home-based relative care than for those who primarily attended center-based care and those who attended multiple ECE arrangements for equal amounts of time.