In this Issue:
Source: Children's Bureau - January 2017
The Children's Bureau recently published Child Maltreatment 2015 (January 2017) presenting national data about child abuse and neglect known to child protective services agencies in the U.S. during federal fiscal year (FFY) 2015. The report finds that for FFY 2015, there were an estimated 683,000 victims of abuse and neglect nationally, 3.8% higher than the FFY 2011 estimate. The youngest children continued to be the most vulnerable; 27.7% of victims were younger than 3 years and the rate was highest for children younger than 1 year. The victimization rate was slightly higher for girls (50.9) than for boys (48.6). African-American children had the highest rates of victimization at 14.5 per 1,000 children in the population of the same race or ethnicity. See a collection of current and past Child Maltreatment Reports here.
Source: Office of Planning, Research and Evaluation - January 2017
The Office of Planning, Research and Evaluation (OPRE) recently released a brief that discusses privacy and security considerations related to the use of technology (computer software, mobile applications, and web-based tools) in early childhood settings. The Use of Technology to Support Early Childhood Practice: Protecting Child, Parent, and Practitioner Privacy (January 2017) provides a set of best practices to guide early childhood programs in strengthening the safeguards to protect child, parent, and practitioner information as programs increasingly incorporate technology to improve practice. It draws on guidance developed by the U.S. Department of Education's Privacy Technical Assistance Center.
Source: Robert Wood Johnson Foundation - February 2017
A new Robert Wood Johnson Foundation research brief, Parent Engagement Practices Improve Outcomes for Preschool Children (February 2017), describes research-based approaches to effectively engage families and children at risk for poor school readiness. The brief highlights findings from recent studies with preschool children (ages 3-5) and focuses on effective parent engagement models that improve school readiness outcomes in well-controlled studies. It finds that supporting parents' efforts to help their children develop during the preschool years improves a child's school readiness, reduces behavior problems, enhances social skills, and promotes academic success.
Source: DEC's Journal of Early Intervention - OnlineFirst February 6, 2017
Abstracts of the following articles are now available online at http://jei.sagepub.com/content/early/recent
Emily M. Lund, Theresa L. Kohlmeier, Lillian K. Duran
Brent A. McBride, et al.
Milene Ferreira, Cecilia Aguiar, Nadine Correia, Margarida Fialho, Julia Serpa Pimentel
Chana R. Adelman, Thomas Kubiszyn
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: Child Trends - February 9, 2017
One in four U.S. kindergarteners today is Latino. How these children do in school has far-reaching implications for the country's future economy. Child Trends has published a new report, Making Math Count More for Young Latino Children (February 2017), which finds that Latino kindergartners' early math skills lag behind those of white kindergartners at the beginning of school - a disparity that is likely to persist or increase over time without intervention. The report discusses the implications of these findings and offers a number of research-based recommendations to address the issue.