Weekly E-News

Hot Topics
 

Two new reports shed light on licensed center-based child care in New Jersey

NIEER is excited to announce two new reports as part of the Rutgers Child Care Research Collaborative:

• Licensed Center-Based Child Care Providers in New Jersey: Characteristics and Enrollment; and 
• Workforce in Licensed Center-Based Child Care in New Jersey: Teaching and Non-Teaching Staff

With funding and support from the New Jersey Department of Children and Families, the Rutgers Child Care Research Collaborative brings together NIEER, the Center for Women and Work, and the Heldrich Center for Workforce Development to conduct research and facilitate community conversations that develop a broad and comprehensive understanding of the state’s child care landscape.

These initial studies of 1300 child care centers find both strengths and challenges. As a group, centers offered a wide range of hours, and 2/3 served infants and toddlers. However, nearly 1 in 3 centers reported a staffing vacancy that kept a classroom closed. Qualifications of teaching staff varied considerably with low levels of education and limited preparation in early childhood, not unexpectedly with average wages below $20 per hour.

Our research aims to increase understanding about the needs and interests of parents in New Jersey, the supply and motivations of the child care workforce, and the capacity of the child care sector to meet demand for child care today and into the future within our diverse state.

Learn more.

Navigating Policy Transitions in Early Childhood Education and Care: Challenges and Opportunities of Italy’s Reform on the Integrated 0–6 System

Arianna Lazzari, Martino Serapioni, and Lucia Balduzzi (2026), in the Early Childhood Education Journal, examine Italy’s ongoing birth through age 6 early learning system reforms. Their findings underscore the importance of strengthening continuity across programs by aligning curriculum, pedagogy, and transitions between child care and preschool settings. While quality and access have increased, progress is constrained by fragmented governance and uneven local-national coordination. The study emphasizes the need for stronger collaboration, context-sensitive policy implementation, and shared quality standards. It also points to the value of grassroots, community-based initiatives that bridge gaps between services and support innovation. Overall, the authors suggest that successful preschool reform depends on integrated leadership, local adaptation, and sustained collaboration.

Long-term Associations Between Early Childhood Education and Academic Achievement in Two Low- And Middle-Income Countries

Laura Betancur, Elizabeth Votruba-Drzal, and Portia Miller (2025), in the International Journal of Educational Development, examined long-term associations between early childhood education (ECE) and academic achievement among 4,063 children from low- and middle-income communities in India and Peru. Their findings show that participation in ECE is associated with sustained gains in math and vocabulary through adolescence, particularly in Peru, though results were more mixed in India. Notably, children who attended private ECE programs consistently demonstrated higher achievement than those in public programs in both countries, underscoring differences in program quality. Overall, the study suggests that while expanding access to ECE globally is important for improving long-term learning outcomes, policymakers and educators should prioritize quality, especially in public programs.
 

NIEER Activity 
 

New white paper details leaders and trends in city-based public pre-K

NIEER and CityHealth released a new white paper, An Updated Look at Pre-K In Large American Cities, identifying cities that are leading the way on preschool through effective leadership, sustainable funding streams, and improved access and quality. The report was authored by NIEER’s GG Weisenfeld, Erin Harmeyer, and Julie MacLeod.

The new report identified trends among the three fourths of the 75 largest American cities that offer pre-K programming to at least 30% of their four-year-olds. Cities highlighted in the report include Albuquerque, Denver, Boston, NYC, Portland/Multnomah County, Philadelphia, San Antonio, San Francisco, Seattle, DC, and more.

Read the new report.

Blueprint for Developing Dual Language Learner Policies in Early Childhood Education Programs

As programs and districts provide early childhood education for a growing population of dual language learners (DLLs), NIEER’s Blueprint for Developing Dual Language Learner Policies in Early Childhood Education Programs offers a practical “how-to” guide based on a New Jersey research–practice partnership. The report notes that state policy guidance doesn't always keep pace with needs, leaving districts to make uneven, site-by-site decisions. Ultimately, the report underscores the need for local-level policies to create systems to better provide equitable experiences for children and families.

Click here to download the full Blueprint. 

Register for the Building Early Learning Latiné Educators (BELLE) Conference

Register for NIEER’s BELLE 2026 Spring Conference now! Join us Friday, June 5 at 8:00 a.m. for a morning focused on biliteracy and bilingualism in early childhood—designed for educators across roles and settings.

Conference theme: Strengthening Dual Language Practice: Talk, Play, and Reading to Enhance Children’s Development.

Click here to register.

NIEER is Hiring!

We are currently hiring for an Open Data Collector position. In this role, you will administer child and classroom assessment instruments in pre-K through third-grade classrooms at various locations, primarily in New Jersey and the Philadelphia, PA area. 

Learn more here.

International Journal of Child Care and Education Policy (IJCCEP) Weekly Feature 
 

Enhancing Young Children’s Decision-Making Abilities Through Learning Contracts in Kindergarten Settings

This qualitative study by Zaid Alkouri examined how learning contracts influence young children’s decision-making in kindergarten classrooms in Irbid. Grounded in constructivist theory, the study drew on data from 48 teachers using stratified sampling and thematic analysis. Findings indicate that learning contracts significantly enhanced children’s participation in classroom decisions, increased confidence in making choices, and promoted responsibility. Children demonstrated improved reasoning and collaboration skills over time. Overall, the study suggests that integrating learning contracts into daily kindergarten instruction can effectively support the development of early decision-making skills and student autonomy.
 

Publish in the International Journal of Child Care and Education Policy (IJCCEP)   

• It’s FREE – article processing charges for all articles published in the journal are fully sponsored.   
• The journal is indexed by Emerging Sources Citation Index (ESCI) and by Scopus.
• All articles are published under the Creative Commons Attribution License 4.0 license. Authors will retain copyright.

ECE Research
 

A Randomized Controlled Trial of HighScope’s Teacher Professional Learning on Preschoolers' Executive Function Skills

Sammy F. Ahmed, Nicholas E. Waters, and Lori E. Skibbe, in Early Childhood Research Quarterly, conducted a randomized controlled trial to examine the impact of HighScope’s teacher professional learning (PL) on preschoolers’ executive function (EF) development. The study included 317 children in publicly funded preschool programs, comparing outcomes between classrooms where teachers received five training workshops and coaching and those with no intervention. Results showed a statistically significant positive effect of teacher PL on children’s EF growth from fall to spring, though the effect size was modest. Findings suggest that targeted professional learning can support young children’s cognitive development, while also highlighting the need for continued research to strengthen the effectiveness and scalability of teacher-focused interventions in early childhood settings.

The Effect of Social Skills Based Early Intervention Program Prepared for Socially Withdrawn Children in Preschool Period

F. Sabahat Işıktekiner and Çağlayan Dinçer, in The Journal of Genetic Psychology, evaluated the effectiveness of a Social Skills-Based Early Intervention Program for socially withdrawn preschool children aged 36–72 months using an experimental design with control and treatment groups. Over an eight-week period, children in the intervention group participated in structured social skills sessions three times per week, resulting in significantly lower anxiety-introversion scores compared to the control group. Observational findings further indicated meaningful improvements in play behaviors, with children increasingly engaging in group play, initiating interactions, and inviting peers to join activities. These results support the importance of structured, play-based social skills programs in early childhood settings.

Characteristics of Physical Resources that Facilitate Family-Led Music-Making with Preschool Children with Profound Intellectual and Multiple Disabilities

In the Journal of Intellectual & Developmental Disability, Ajay Castelino explored physical resources that support family-led music-making for preschool children with disabilities through a qualitative multiple case study of four families in Aotearoa, New Zealand. Using interviews, session notes, and reflexive thematic analysis, the study identified six key features of effective resources: ease of use, alignment with family priorities, reflection of family identity, support for whole-family engagement, enhancement of caregiver confidence, and integration of both musical and non-musical goals. Findings suggest that thoughtfully designed, culturally responsive music therapy resources can empower families to embed meaningful musical interactions into daily routines, strengthening relationships and supporting children’s outcomes at home.

The Effect of STEAM Activities on the Development of Problem-Solving Skills in Preschool Children: A Mixed-Methods Study

In Early Childhood Education Journal, Pınar Bağçeli Kahraman and Betül Arabacıoğlu investigated the impact of STEAM-based activities on preschoolers’ problem-solving skills using an explanatory sequential mixed-methods design. In the quantitative phase, 97 children participated in a pretest–posttest quasi-experimental study, where the experimental group engaged in 32 STEAM activities over eight weeks while the control group followed the standard curriculum. Results showed significantly greater improvements in problem-solving skills among children in the STEAM group. Qualitative findings from interviews with children, parents, and teachers further indicated that STEAM activities enhanced cognitive flexibility, creativity, social interaction, emotion regulation, and autonomy. 



Opportunities

Data Collector, NIEER

Development Manager, Alliance for Early Success

Research & Data Analyst, EdTrust-West

Postdoctoral Mixed-Methods Fellowship in Early Childhood, Gerald R. Ford School of Public Policy Education Policy Initiative, University of Michigan

State Policy Manager, Child Care Aware of America

Project Director - Education Research, ICF

Endowed Chair and Executive Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida

Director of Early Learning Policy, Texans Care for Children