A new brief provides an overview of policy issues relating to participation of American Indian and Alaska Native (AIAN) children in pre-K. The brief cites findings from research on the universal pre-K program in Tulsa suggesting that universal pre-K is a promising approach to support the academic success of AIAN students. It provides recommendations for researchers, Tribal and school leaders, educators, and policymakers.
This report highlights research findings from the Play to Learn program supporting children and families affected by the Rohingya and Syrian refugee crises. Together with the LEGO Foundation, Sesame Workshop, BRAC, and the International Rescue Committee, new insights have been generated about how to bring playful learning and nurturing care to families affected by crises globally.
The recently introduced Expanding Childcare in Rural America (ECRA) Act of 2023 proposes to improve the availability and quality, as well as lower the cost, of child care in agricultural and rural communities. The bill would also enable the USDA to provide awards through intermediaries such as child care resource and referral organizations, staffed family child care networks, and Community Development Financial Institutions (CDFIs) with proven expertise in the child care sector.
The federal Individuals with Disabilities Education Act (IDEA) supports the right to access Early Intervention (EI) and Early Childhood Special Education (ECSE). However, this NIEER report reveals disparities in participation among young children. The study examines state-by-state data on EI and ECSE, highlighting variations in service provision and investigating the impact of the COVID-19 pandemic, race/ethnicity, gender, and geographic location.
We provide a four-page profile for each state and territory. The profile focuses on four main topics: COVID-19 Impacts, Race and Ethnicity, Gender, and State Variation. The data in the profiles mostly come from Fall 2020, unless specified otherwise. To make it easier to compare, we include national averages alongside each state profile. States can use this information for equity audits of their EI and ECSE services.
Findings include inequalities in participation for Asian, Hispanic, and Black children, as well as disparities based on gender and state median income. Recommendations include increased federal funding, the formation of a national commission to address inequities, and the collection of comprehensive data to better understand special needs and service provision among young children.
INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY
This review explains the theoretical foundations of a social and emotional learning approach implemented in childcare and development centers to support the development of emotional and social skills from birth. It also explores the role of co-regulation, where a professional caregiver or teacher plays a vital role in promoting these skills and the specific strategies employed by an evidence-based approach called Emotional Cognitive Social Early Learning (ECSEL) to foster these competencies.
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The authors of this SCRC Monograph studied the North Carolina Pre-K program’s effects on student outcomes in 5th grade. They found that higher funding for the program was associated with improved academic achievement six years later, benefiting children from disadvantaged backgrounds. The study also revealed that NC Pre-K acts as a buffer against negative experiences and leads to increased achievement in 5th grade, particularly for Hispanic children and those with mothers who have lower educational attainment.
In this research review, the researchers analyze 22 papers published in the last seven years to explore early childhood STEM professional learning programs. The review focuses on three main aspects: the emergence of research in this area, the characteristics of the programs, and the evidence of their effectiveness. The studies showed varying perspectives and definitions of STEM, with few incorporating all four STEM disciplines explicitly. Most papers described workshops or in-service training as the main approach for professional learning.
This review examines the study of quality in early childhood education and care (ECEC) in Norwegian research from 2010 to 2021. The goal is to enhance professional knowledge and understanding of what quality in ECEC entails. The review includes a systematic scoping of 97 empirical studies conducted in the Norwegian ECEC context. The findings reveal a growth in studies on quality, particularly after 2017. The researchers discuss these findings and suggest that this overview enhances our comprehension of how quality is conceptualized and researched, which is vital for creating a nurturing and secure environment for children in ECEC.
Researchers collaborated with media developers to create a home-based intervention for preschool children aimed at developing computational thinking (CT) skills. The study evaluated the effectiveness of the intervention and found that it positively impacted parental understanding of CT. Children demonstrated the utilization of CT strategies based on parental reports and performance on CT-related tasks after the six-week intervention.
OPPORTUNITIES AND JOB OPENINGS