In this Issue:
Source: National Institute for Early Education Research - October 2016
A recent study, Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms (2016), examined the extent to which differences exist between (a) publicly funded Early Childhood Education (ECE) classrooms that primarily serve typically developing children from low-income households, and (b) inclusive classrooms that include children with disabilities. It found that inclusive ECE classrooms had lower quality instructional support than publicly funded ECE environments for children generally.
Source: Center on the Developing Child at Harvard University - October 14, 2016
A new report, Applying the Science of Child Development in Child Welfare Systems (2016), shows how the science of child development can be leveraged to strengthen the public child welfare system and improve the well-being and long-term life prospects of the most vulnerable children in our society.
Source: National Association of State Boards of Education and Mid-Atlantic Comprehensive Center at WestEd - October 10, 2016
Two new reports highlight opportunities for supporting and improving access to high quality early childhood education in the Every Student Succeeds Act (ESSA).
Source: New Mexico Family Infant Toddler Program - October 12, 2016
The FIT FOCUS Video Library has published a new video, Families Front and Center: The Power of Coaching, which shows how a developmental vision specialist used video recordings of her early intervention home visits as a foundation for self-reflection and refinement of her practice and her shift to using coaching in her practice.
The FIT FOCUS Video Library is a project of New Mexico's Family Infant Toddler (FIT) Program and the Early Childhood Learning Network of the University of New Mexico's Center for Development and Disability. Additional videos will be added in the coming months.
Source: International Association for the Evaluation of Educational Achievement - Retrieved October 12, 2016
The Early Childhood Education Study (ECES) aims to explore, describe, and analyze early childhood education provision, and its role in preparing children to learn and function both in school and society. Its first report, Early Childhood Policies and Systems in Eight Countries: Findings from IEA's Early Childhood Education Study (2016), provides an overview of ECE policy strategies in eight countries, including the United States. Key findings look at some of the differing approaches to ECE in the following five areas: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes.
Source: Child Trends Hispanic Institute - September 29, 2016
The Child Trends Hispanic Institute recently published Reaching and Engaging with Hispanic Communities: A Research-Informed Communication Guide for Nonprofits, Policymakers, and Funders (September 2016), a guide designed to help service providers and educators build communication strategies to better serve Latino children and their families.