June 30, 2023 – Volume 22, Issue 26


Considerations for Trauma-Informed Child Care and Early Education Systems 

Check out the latest report from the Office of Planning, Research, and Evaluation, which is part of the Administration for Children and Families under the U.S. Department of Health and Human Services. This report focuses on early childhood trauma and its connection to child care and early education (CCEE). 

The report dives into the research surrounding early childhood trauma and emphasizes how it relates to CCEE. It sheds light on the importance of considering trauma-informed approaches in this field. Moreover, it offers valuable insights into evidence-informed strategies and best practices that CCEE leaders can implement to provide support for young children, parents/caregivers, and CCEE providers. 

Read the report. 

Child Care as Industrial Policy Blueprint: Lessons from New York City’s Pre-K for All Implementation 

This new report is all about state capacity and democratic participation in planning, and it takes a closer look at the universal pre-K program “Pre-K for All” in New York City, which was implemented in 2014.  

But here’s the exciting part: the report argues that this program is more than just a pre-K initiative. It’s actually a fascinating case study that sheds light on what’s known as the “new industrial policy.” By zooming in on the specific case of Pre-K for All, the report aims to uncover the intricate relationship between state capacity, democratic participation, and industrial policy.  

So, if you’re curious about how state capacity, democratic participation, and industrial policy all intertwine, this report is a must-read.  

Read the report.  

Neighborhood Spillover Effects of Early Childhood Interventions 

This discussion paper dives deep into how neighborhoods can shape the development of human capital in early childhood. It explores the impact of an early childhood intervention on a group of disadvantaged children in the United States, and the spillover effects it has on their educational attainment. 

The study reveals that there are spillover effects on the cognitive skills of children who live near the ones receiving the intervention. They estimated the spillover effects to be about 40% of the direct treatment effects. But here’s the interesting twist: these spillover effects are geographically localized. In other words, they become less pronounced as you move farther away from the children who received the intervention.  

Read the report.  


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

Are you an advocate for quality early childhood education? Do you want to stay informed about the latest research, policy updates, and innovative practices in the field? Look no further! Join the vibrant NIEER LinkedIn community today and be part of a network that is shaping the future of early childhood education. 

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Engage in Meaningful Discussions: Join a dynamic community of educators, policymakers, researchers, and passionate individuals who share your commitment to early childhood education. Contribute your ideas, share best practices, and connect with like-minded professionals from around the world. 

🌐 Follow NIEER on LinkedIn and be a catalyst for change in early childhood education🔥 


Legal Frameworks for Early Childhood Governance in the Philippines 

The ECCD Act of 2000, as the central national policy framework for Early Childhood Care and Development in the Philippines, plays a pivotal role. This paper focuses on one of its key elements, namely shared governance, which entails governance mechanisms at different levels to ensure comprehensive ECCD services. The authors argue that, following a decade of policy implementation, assessing the current state of ECCD governance in the country is crucial and that the ECCD Act, along with related policies, provides a solid foundation for discussing progress and challenges in ECCD governance. In addition, the authors propose three interconnected policy agendas designed to enhance the governance of early childhood in the Philippines. 

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 Role of Affective Touch in Modulating Emotion Processing Among Preschool Children 

According to researchers, the incorporation of affective touch has been found to improve children’s recognition of negative emotions and accelerate the association of positive emotions. This highlights the importance of tactile experiences in fostering socio-emotional comprehension. The study examined 121 preschool children, ranging from 3 to 6 years old. The authors propose that their findings offer fresh insights into facilitating emotional recognition, potentially influencing the development of social skills and behavior. 

Read the study.  

Helping Parents Support Their Preschool Children’s Learning and Development through SMS Messages: An Australian Pilot Study 

A pilot study was conducted in the Australian Capital Territory involving approximately 70 families with preschool children. These families received three weekly text messages over a period of 18 weeks. The results revealed positive changes in parent knowledge, with nearly 90% of parents finding the text messages valuable and expressing their willingness to recommend the program to others. The study specifically included families with higher education and income levels, setting it apart from previous research conducted with disadvantaged families in the USA. The authors propose that these findings demonstrate the potential benefits of text messages for early language and literacy skills, as well as overall child development, for all types of families.  

Read the study. 

Effectiveness of the Positive Discipline Program Applied To Parents of Preschool Children: A Randomized-Controlled Trial 

This study examined the Positive Discipline Program’s impact on parents and their children. The program was implemented through a randomized-controlled study with 72 parents of children aged 3 to 6 years old. The intervention group participated in the program, while the control groups had different interventions or no intervention. Results showed improved cooperation, attitudes, communication, and problem-solving skills among parents in the program. The study emphasizes the program’s strengths and positive effects on parent-child relationships. 

Read the study. 

Preservice Teachers’ TPACK Growth after Technology Integration Courses in Early Childhood Education 

After undertaking two technology-focused courses, pre-service teachers (PSTs) experienced significant positive changes in their attitudes towards educational technology and technology pedagogy. The courses also resulted in improved pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and overall Technological Pedagogical Content Knowledge (TPACK) scores among the PSTs. The researchers emphasize the importance of teacher preparation programs actively promoting and exemplifying technology integration practices for PSTs, enabling them to effectively implement such practices in their future classrooms. 

Read the study.  


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

North Carolina DHHS: Deputy Director, Division of Child Development and Early Education 

Communities of Practice Facilitator/Program Manager, CAYL Institute 

Director, Maryland Early Childhood Leadership Program 

Early Childhood Associate/Senior Associate, School Readiness Consulting 

Principal Associate – Early Childhood Advising & Strategy Focused, School Readiness Consulting