February 28, 2020 – Volume 19, Issue 8

Hot Topics
Are Digital Apps a Substitute for “Real Preschool”?
The use of digital media by young children has grown rapidly in the past decade. The dimensions of this change are better understood by the public and policy makers than its consequences. Still relatively new, but growing, is an evolution from electronic workbooks to “on-line preschool.” Rhian Evans Allvin, CEO of NAEYC, addresses key issues head on in a brief new statement that concludes: “Technology-based apps are not preschool, and they are not high-quality child care. It is impossible for them to meet or align to NAEYC program standards, and they should not be funded with public taxpayer dollars that have been designated for high-quality early childhood education.”
The Hill: Sanders unveils plan for government-funded child care, pre-K
Sen. Bernie Sanders is proposing a government-funded universal child care and pre-K program that he said would be financed by his proposed wealth tax, reports The Hill and Politico earlier this week. Sanders’s plan proposes to guarantee every child free full-day child care from infancy through age 3 and free full-day pre-K starting at age 3.
Supporting Early Learning in America: Policies for a New Decade
New America’s Early & Elementary Education Policy team makes eight policy recommendations to improve early care and education over the next decade.
NIEER Activities
NIEER appeared before the Education Committee of the Vermont House of Representatives recently, testifying on legislation to increase requirements for lead teachers and change administration of the state’s universal pre-K program.
ECE Resources
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.
Early Education News Round-up
The week’s key stories on early childhood education. Read now.
Events
Release of Unifying Framework for the Early Childhood Education Profession, Monday, March 9, 2:00 to 4:00 PM, Spire event space, 750 First Street NE, Washington, DC, sponsored by the Power to the Profession Task Force
2020 NAECS-SDE Roundtable: Accepting the Challenge: Taking Equity to the Next Level, June 1-2, 2020, Salt Lake City, Utah
Moving Beyond False Choices for Early Childhood Educators, March 10, 2020, 12:00 – 3:30 PM, New America, 740 15th St NW #900, Washington, DC