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NIEER Weekly

Volume 17, Issue 25

June 22, 2018

Highligting the week's most interesting stories and studies: From Away, Data Snapshots, Legacy

Hot Topics

Come From Away

A new report from the Migration Policy Institute raises concerns about whether potential changes to immigration rules could prevent children of immigrants—including children who are U.S. citizens—from receiving food, medical care and early education.

The study, “Chilling Effects: The Expected Public Charge Rule and Its Impact on Legal Immigrant Families’ Public Benefits Use,” states that draft policy changes would expand the list of means-tested benefits, along with the timeline for use of benefits, that could result in denial of a green card or temporary visa.

The new list would include use “at any point in the past 36 months” of income benefits, such as TANF, nutrition (SNAP), and medical care—including the Children’s Health Insurance Program (CHIP) along with other federal, state, and local programs, according to MPI. For example, earlier reports included Head Start enrollment.

Children of immigrants accounted for 31 percent (or 10.5 million) of all children under age 18 in benefits-receiving families in the 2014-16 period, according to the report.

MPI estimates the share of noncitizens who use benefits that could be considered in a public-charge determination would “expand considerably”—from 3 percent under current 1996 policy to 47 percent. “The administration also may be contemplating changing the standard for when receipt of public benefits can be used as grounds for the deportation of legally present noncitizens.”

Most young children of immigrant families are US citizens, which raises concerns about who has legal standing to advocate for them and safeguard their rights to education and other services. The more trusted professionals such as preschool teachers and administrators can do to support these young learners, the better.

We invite you to follow NIEER on Twitter @PreschoolToday and Facebook at Preschool Today. Please share your social media handles so we can connect.

NIEER Activities

NIEER introduced a new series of data snapshots exploring trends and policies across state pre-K programs, based on information gathered for The State of Preschool 2017. Each brief provides an overview of how states are addressing a key issue, comparing policies, highlighting trends and providing specific examples of practices affecting quality and child outcomes. So far, the series includes:

CEELO Update

The Center on Enhancing Early Learning Outcomes (CEELO) recently launched Legacy 2030, a comprehensive and multimedia effort to capture voices and experiences of those charged with developing, informing and/or implementing state early education policy and those who have influenced development of state early education policy, such as long-time national leaders and researchers.

The project will identify pressing policy issues that could make a significant difference in child outcomes and explore solutions from diverse viewpoints among leaders who have shaped the ECE field from the early 1980s to the present. Learn more


The Relationship of Gross Motor and Physical Activity Environments in Child Care Settings with Early Learning Outcomes

A new study in Early Child Development and Care describes the quality of gross motor/physical activity early learning environments in Washington (WA) state, and the relationship between the quality of gross motor/physical activity environments and various early learning outcomes. Researchers examined statewide classroom quality measures related to gross motor activities from the Early Childhood Environment Rating Scale-Revised from 1,335 centers and individual early learning assessments conducted on 495 children from 72 centers in the fall and spring.

Researchers suggest they found considerable room for improvement in the space, equipment, schedule, and supervision related to gross motor activities in child care centers. Furthermore, they found the quality of the gross motor environments to be related to desirable early learning outcomes including executive functions and behavior.

Exploring the Impact of a Volunteer Shared Reading Programme on Preschool-aged Children

In a new article in Early Child Development and Care, researchers examined the effects of a volunteer-implemented dialogic reading intervention on vocabulary, oral comprehension, print awareness, social-emotional behavior, communication skills, and book reading tendencies outcomes for 75 children ages 3 to 5.

Researchers report significant improvements across all outcome variables. They further suggest implementation of shared and dialogic reading programs can be difficult in childcare environments where one-on-one time is limited. Hence, shared reading interventions that elicit the help of volunteers from the community are a possible alternative. They suggest their research supports the viability of volunteer-implemented reading interventions in childcare settings for improving children’s emergent literacy, communication and social-emotional behavior.

Concordance of Teacher-Rated and Performance-Based Measures of Executive Functioning in Preschoolers

A new study in Child Neuropsychology reviews the associations between three rating scales measuring executive function (EF) completed by teachers on 243 preschool children. Researchers found that the Child Behavior Rating Scale (CBRS) appeared to be a sensitive measure of EF in preschoolers.

Researchers suggest the CBRS and may be a helpful brief screening tool for use with teachers. Researchers also suggest that in ideal situations, it is best to measure executive function (EF) using both rating scales and performance-based measures of EF.

Early Caregiving Predicts Attachment Representations In Adolescence: Findings From Two Longitudinal Studies

In a new Journal of Child Psychology and Psychiatry study, researchers examined the relative contribution of early and current caregiving quality to attachment security in adolescence. Quality of early parent-child relationships at ages 3–7 and parent-adolescent relationship quality at approximately 12 years were assessed using a variety of methods.

Analyses indicated moderate stability in parent-child interaction quality from early childhood to adolescence. Researchers also found both early childhood and current caregiving quality were significantly associated with adolescent attachment security, but early caregiver sensitivity was more strongly associated with adolescent attachment security and predicted later attachment security independently from current caregiving quality. Researchers suggest findings provide important new evidence supporting early parenting interventions for promoting youth well‐being and adjustment.

Longitudinal Association Between Peer Victimization and Sleep Problems in Preschoolers: The Moderating Role of Parenting

In a new study in the Journal of Clinical Child & Adolescent Psychology, researchers examined the moderating role of parental behaviors in the longitudinal link between peer victimization and sleep problems during preschool. The sample consisted of 1,181 children (594 girls) attending childcare between the ages of 3 and 6 years. Participants were part of the Quebec Longitudinal Study of Child Development.

Researchers found the association between peer victimization and sleep problems varied depending on parents’ behaviors. Researchers suggest that persistent sleep problems at a young age may be an indicator of chronic peer victimization but that parents’ behaviors can play a key role in victimized children’s sleep problems.


Education Commission of the States

ECS is seeking a project manager who will contribute to the organization’s mission to provide a wide range of education stakeholders with unbiased information and opportunities for collaboration. As part of the Policy Team, the project manager would provide support to assure projects meet project and grant/contract requirements. More information

To be considered for this position, please send a resume and cover letter e-mail to Kate Haggerty. Please include “Project Manager” in the subject line. Deadline to apply: Friday, June 29, 2018.


Career Readiness Collaborative

July 1, 2018 – June 30, 2019

All states are welcome to join CCSSO’s new Career Readiness Collaborative to bring together state teams to receive technical assistance, resources, and peer support on improving access to a high-quality education that provides pathways into college and a career for each and every child.

The new Career Readiness Collaborative will begin on July 1, 2018 and run through June 30, 2019. Interested states should contact Adam Peterman (

Early Education News Roundup

ICYMI: Read this week’s key stories on early childhood education issues.

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