May 5, 2017

In this Issue:

  1. Open doors: Supporting children and Families' Access to Early Care and Education
      Source: Early Childhood Data Collaborative - April 2017
  2. 2Gen Tools to Help Children and Families Thrive
      Source: U.S Department of Education and Aspen Institute - Retrieved May 4, 2017
  3. Child Care and Development Block Grant (CCDBG) and Racial Equity
      Source: National Black Child Development Institute and Center for Law and Social Policy
  4. Helping Young Children Who Have Experienced Trauma
      Source: Child Trends and the National Center for Children in Poverty - April 28, 2017
  5. Journal of Early Intervention Abstracts Available Online
      Source: Journal of Early Intervention- Volume: 39, Number: 2 (June 2017)

1. Open doors: Supporting children and Families' Access to Early Care and Education

Source: Early Childhood Data Collaborative - April 2017

A short brief, Open doors: Supporting Children and Families' Access to Early Care and Education (2017), shares strategies and recommendations for how states can use their early care and education (ECE) data to better understand the needs of families in their communities, the best ways to meet those needs, the availability of services, and how to improve families' access to high-quality ECE programs.

2. 2Gen Tools to Help Children and Families Thrive

Source: U.S Department of Education and Aspen Institute - Retrieved May 4, 2017

A new toolkit, 2Gen Tools to Help Children and Families Thrive: A Resource for Staff Implementing Federal, State, and Local Programs Serving Children and Families, is available to support early learning stakeholders in embedding a two-generation (2Gen) approach in the work they do. The 2Gen approach provides opportunities for, and strives to meet the needs of, children from families with low incomes, together with their parents, with the goal of creating educational success and economic stability for the family. It applies to practice, policy, and research.

3. Child Care and Development Block Grant (CCDBG) and Racial Equity

Source: National Black Child Development Institute and Center for Law and Social Policy

New regulations for the Child Care and Development Block Grant (CCDBG) Act, released in September 2016, include provisions designed to: 1) strengthen requirements to protect the health and safety of children in child care; 2) help parents make informed consumer choices and access information to support child development; 3) provide equal access to stable, high-quality child care for low-income children; and 4) enhance the quality of child care and the early childhood workforce. A recent policy brief, Child Care and Development Block Grant (CCDBG) and Racial Equity (2017), provides recommendations to support state administrators committed to promoting racial equity in accessing high-quality child care.

4. Helping Young Children Who Have Experienced Trauma

Source: Child Trends and the National Center for Children in Poverty - April 28, 2017

A new report, Helping Young Children Who Have Experienced Trauma: Policies and Strategies for Early Care and Education (April 2017), examines the effects of trauma on young children and presents strategies for professionals who work with these children. The report also provides recommendations for policymakers who want to promote trauma-informed care for this vulnerable group, including:

  • increase early childhood professionals' capacity to recognize and respond to trauma;
  • expand initiatives that help early care and education programs connect families with community services; and
  • provide children with access to high-quality, stable early care and education and strong early learning supports.

5. Journal of Early Intervention Abstracts Available Online

Source: Journal of Early Intervention- Volume: 39, Number: 2 (June 2017)

Abstracts of the following articles are now available online at http://jei.sagepub.com/content/39/2

Father Involvement in Early Intervention: Exploring the Gap Between Service Providers' Perceptions and Practices

Brent A. McBride, Sarah J. Curtiss, Kelly Uchima, Daniel J. Laxman, Rosa M. Santos, Jenna Weglarz-Ward, Wm. Justin Dyer, Laurie M. Jeans, Justin Kern

The Importance of Authentic Assessments in Eligibility Determination for Infants and Toddlers

Stephanie Lynn de Sam Lazaro

Comparative Language Development in Bilingual and Monolingual Children With Autism Spectrum Disorder: A Systematic Review

Emily M. Lund, Theresa L. Kohlmeier, Lillian K. Durán

Teachers' Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings

Jill M. Pentimonti, Laura M. Justice, Gloria Yeomans-Maldonado, Anita S. McGinty, Laura Slocum, Ann O’Connell

The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays

Ragan H. McLeod, Jessica K. Hardy, Ann P. Kaiser

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.