July 14, 2023 – Volume 22, Issue 28


NASLEE Office Hours Webinar | The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity.   

Join us as we delve into findings from our recent report “The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity.” This event is a must-attend for policymakers, program administrators, researchers, advocates, and anyone passionate about inclusive and equitable services for young children with special needs.  

This event, co-sponsored by the NASLEE and The Early Childhood Technical Assistance Center (ECTA), promises to shed light on the crucial topic of equity in early intervention and early childhood special education. Discover the current state of affairs, gain a comprehensive understanding of the challenges faced, and explore potential solutions to ensure equitable access and support for all children. 

Register now and secure your spot at this thought-provoking event.  

Discover the key factors impacting staff turnover in early childhood schools! Retention and turnover of teaching staff in a high-quality early childhood network.  

A comprehensive study examined data from over 2,000 teachers, assistants, and aides across 23 education programs from 2007 to 2019. Findings point to the importance of a positive work environment, teaching experience, infant-toddler classrooms, and identifying as Black for higher staff retention. Higher education was linked to an increased likelihood of leaving. Learn why the first two to three years are critical for retention and uncover unique predictors for lead teachers and assistants/aides.   

Dive deeper into the full article to explore implications for practices and systemic changes to reduce turnover in early childhood programs.  

How Are California School Districts Planning for Universal Prekindergarten? Results From a 2022 Survey  

There have been some exciting developments in California’s commitment to universal prekindergarten. Learn how the state plans to expand access to early learning programs. Gain insights into service delivery models, facilities, instruction, workforce development, and more from this comprehensive snapshot of LEAs’ plans and needs for successful UPK implementation. 

Read more for a detailed analysis of the survey findings.  

The Future of Family-Friendly Policies  

A panel of experts addressed the mounting financial pressure on families raising children, particularly in single-parent and dual-working-parent families. The panel explores various solutions to alleviate these challenges, focusing on issues such as inadequate paid family leave and limited access to reliable child care. While considering the potential role of government spending and identifying funding sources, the experts also explore alternative remedies beyond government programs. With their diverse expertise, the panel provides recommendations to policymakers, organizations, and individuals, for fostering a supportive environment for families and promoting the well-being of children.  



In Case You Missed It, Get Caught up “The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity.”  

Join us in recognizing the pressing need to address the problems identified in our recently released report, “The State(s) of Early Intervention and Early Childhood Special Education: Looking at Equity.” It is the first report of its kind, providing state-by-state analysis of federally mandated programs for young children with disabilities. By understanding the inequities and barriers that exist, we can work together to create a more inclusive and equitable early childhood education system. Don’t miss out on the opportunity to stay informed and be part of the conversation.  

This report delves deeper into these issues, shedding light on both within-state and between-state variations in access to services. It provides recommendations for increased funding, improved data collection, and the establishment of a national commission to address the highlighted issues.  

Get your copy of the report today and contribute to the movement for positive change in early intervention and early childhood special education.  

📢 Join the NIEER LinkedIn Community and Ignite Your Passion for Early Childhood Education   

As an influential voice in the field of early childhood education, NIEER is at the forefront of shaping policies and practices that positively impact young children’s lives. By following us on LinkedIn, you become part of this movement for change and contribute to the advancement of early childhood education globally.  

Join the vibrant NIEER LinkedIn community today and be part of a network that is shaping the future of early childhood education.  


Not Everyone Can Do This”: Childcare Context and the Practice of Skill in Emotional Labor  

This study explores the perception of emotional labor as a skilled activity in the Early Childhood Education and Care (ECEC) sector. Focusing on both family-based and center-based care settings, the research draws from interviews with workers. Workers possess more autonomy than past scholarship suggests when performing emotional labor. That autonomy is a pre-requisite for skill development in a feedback loop between task complexity, experiential skill acquisition and autonomy.

Read the study.  

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.  


The Effects of Board Games on Math Skills in Children Attending Prekindergarten and Kindergarten: A Systematic Review  

A new systematic review examining the impact of board games on children’s cognitive abilities has shown promising results. Researchers evaluated the effects of board games on various cognitive areas, focusing on mathematical knowledge and numerical skills. This study’s findings highlight the positive impact of board games on enhancing mathematical abilities in children aged 45.6 to 100.6 months, emphasizing their potential as a valuable tool in promoting children’s learning experiences.  

Read the review.  

Training on Number Comparison, But Not Number Line Estimation, Improves Preschoolers’ Symbolic Approximate Arithmetic  

Targeted number comparison training significantly improves symbolic approximate arithmetic skills in preschool-aged children, surpassing the benefits of number line estimation training. The study highlighted distinct cognitive mechanisms between number comparison and number line estimation. The authors suggest that their findings offer valuable insights to parents, policymakers, and educators for customizing educational interventions and contribute to the early mathematical development of young children.   

Read the study.   

Multivariate Physical Activity Association Patterns for Fundamental Motor Skills and Physical Fitness in Preschool Children Aged 3–5 Years  

A recent study conducted in Norway reveals the significant impact of physical activity (PA) intensity on the development of fundamental motor skills (FMS) and physical fitness (FIT) in early childhood. It demonstrated that the entire PA intensity spectrum, including sedentary time, was associated with these outcomes. Notably, moderate and vigorous PA intensities showed the strongest positive relationships to outcomes. The researchers emphasize the importance of promoting physical activity, particularly at higher intensities, from an early age to enhance children’s physical development.  

Read the study.   

To What Extent Do Home Numeracy Practices And Parental Number Talk Relate To Children’s Math Skills? A Pre-Registered Study in 5-Year-Old Children  

A recent study challenges existing models of the relationship between young children’s math skills and their home numeracy environment. The study did not find the expected relationship between children’s math skills and parental number talk or the frequency of informal practices at home. However, researchers did find a significant association between formal advanced numeracy practices and symbolic mathematical skills. The authors suggest that their findings highlight the importance of formal advanced numeracy practices in promoting children’s symbolic mathematical abilities. 

Read the study.  


State Early Childhood Development Coordinating Council, Mayor’s Office of Talent and Appointments Washington, DC  

Senior Policy Analyst, Early Childhood Education, New America   

Director, Policy and Strategy, Office of Early Childhood Development, Department of Health and Human Services  

Oregon Dept. of Education: Early Intervention/Early Childhood Special Education (Several Positions)