eNotes from

1. Journal of Early Intervention Abstracts Available Online
     Source: DEC's Journal of Early Intervention - Volume 40, Issue 3, September 2018
2. Opportunities & Policies for Young Dual Language Learners
     Source: National Institute for Early Education Research (NIEER)
3. Coping After a Disaster (Children's Book)
     Source: Centers for Disease Control and Prevention (CDC)
4. 2018 State Fact Sheets: What Does Child Care Look Like in Your State?
     Source: Child Care Aware of America
5. The Power of Play: A Pediatric Role in Enhancing Development in Young Children
     Source: American Academy of Pediatrics (AAP)
6. Toward Integration: State Approaches to Head Start Partnering in Quality Rating Improvement Systems (QRIS)
     Source: BUILD Initiative

Source: DEC's Journal of Early Intervention - Volume 40, Issue 3, September 2018

Abstracts of the following articles are now available online at http://journals.sagepub.com/toc/JEI/current

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 Institute for Early Education Research (NIEER)

This recent policy brief from NIEER (July 2018) addresses what quality preschool can do for duel language learners (DLLs) and provides 9 policy recommendations for supporting greater access of quality programming and staff for young DLLs. Those states that have most of the 9 policies in place are Kansas, Maine, Minnesota, Nevada, and Texas. The California TK program also has important policies in place, such as required written program plans for serving DLLs, extra funding allotted for DLLs, evaluations for the quality of DLL services, and required training designed specifically for teachers working with DLLs.

Source: Centers for Disease Control and Prevention (CDC)

CDC's Ready Wrigley preparedness series has released a new children's activity book: Coping After a Disaster that offers educators and caregivers an interactive approach to helping children cope after a disaster. The book was designed to help children discuss their feelings after a disaster, and/or learn how to express their emotions in positive ways during unsettled times.

A Spanish version is also available: Cómo Sobrellevar Los Efectos Emocionales De Un Desastre.

Source: Child Care Aware of America

Child Care Aware of America recently released its 2018 State Fact Sheets (July 2018). This annual publication reviews federal and national data and information from several different state agencies to report on issues related to the state of quality child care and early learning programs across the country, the child care workforce, the costs of child care, and the circumstances working families face when trying to find affordable, quality child care.

Source: American Academy of Pediatrics (AAP)

The AAP examines the benefits of play in young children, including social-emotional, cognitive, language, and self-regulation skill building, stress management, and the formation of nurturing relationships in this clinical report (August 2018). The report also provides pediatricians guidance in their role for promoting play when working with families and recommends "writing a prescription for play at every well-child visit in the first 2 years of life".

Source: BUILD Initiative

According to this recent brief from BUILD Initiative (July 2018), "integrating Head Start and QRISs is key to addressing the growing need for quality Early Care and Education (ECE) settings." Integration models of alignment, reciprocity, and alternative pathway are explored and examples from several states are shared for cross-system and cross-state learning of new integration strategies.