Inside the Classroom Door: Understanding Early Care and Education Workforce and Classroom Characteristics Experienced by Children in Subsidized Center-Based Care
The study compared workforce and classroom characteristics of private programs serving children with child care subsidies to three other types of programs: private centers not receiving subsidies, Head Start, and public pre-K. Often workforce and classroom characteristics were not significantly different, but when different they were lower in centers receiving subsidies than in the other programs. For example, centers receiving subsidies had the lowest hourly wages.
Adverse Childhood Experiences among Early Care and Education Teachers: Prevalence and Associations with Observed Quality of Classroom Social and Emotional Climate
Researchers examining “the prevalence of self-reported adverse childhood experiences (ACEs) among … early care and education teachers” found “seventy-three percent … reported experiencing at least one ACE and 22% reported experiencing 4 or more ACEs.” Reporting a higher number of ACEs was associated with a lower quality social and emotional classroom climate.
Household Food Insecurity and Early Childhood Development: Systematic Review and Meta-Analysis
Household food insecurity “was associated with developmental risk and poor math skills in studies conducted in HICs [high income counties]and with poor vocabulary skills in studies conducted in both HICs and LMICs [low income counties].”
Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review
Examining universal curriculum-based social and emotional learning (SEL) programs on teacher outcomes, researchers report their findings “suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management.”
Taking Care of Preschool Children Who Experience Traumatic Brain Injury
Researchers describe a model of care in the community serving preschool children with traumatic brain injury in Pennsylvania and Colorado that “is promising for identifying and serving” such children.