March 27, 2020 – Volume 19, Issue 12

Hot Topics: COVID-19 Resources
The Agency and Young Children Research Collective offers guidance to teachers, parents, and caretakers seeking to educate young children using online technologies and to schools and districts seeking to support parents and continue children’s academic progress while they are away from school. The information is available in English and in Spanish.
Writing for Preschool Matters Today, Joan Lombardi looks beyond our borders to the response by advocates for children and families around the world to the COVID-19 crisis.
America’s governors need to ensure early care and early education professionals are paid during the coronavirus pandemic to prevent spreading the virus further, writes Peggy Daly Pizzo.
The Office of Head Start has developed a set of frequently asked questions about temporarily repurposing Head Start and Early Head Start centers to provide child care primarily for children of medical staff and others engaged in responding to the pandemic.
EarlyEdU is temporarily opening its media library to the public to help faculty, instructors, and trainers in the EarlyEdU Alliance community quickly transition to teaching and providing professional development online.
NIEER Activities
(UPDATED 3/26/20) While balancing the demands of working from home and teaching her almost two-year-old son, NIEER’s Dr. Allison Friedman-Krauss keeps thinking about the teachers from her son’s closed child care center—and all the others—and wondering if they’ll be adequately paid even with the new stimulus package now and in the future.
ECE Resources
Researchers summarizing a meta-analysis on “the effects of universal and targeted social and emotional learning (SEL) interventions” suggest “preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention.”
Researchers examining CLASS PreK in Head Start classrooms found “associations with children’s academic and social-emotional gains during the Head Start year were uniformly small and generally non-significant.” They “encourage future refinements of the CLASS PreK and continued development of new measures ….”
A review of The Gross Motor Development Test and its use in Brazilian studies to assess children in gross motor development indicate “differences in motor performance in different regions,” researchers suggest. “Signs of better motor performance were found in children of private school and who practice physical activity guided by a physical education professional.”
Researchers examined if “modeling the [cardinality principle]should be done with small collections children can subitize—that is, immediately recognize the total without counting.” They suggest their findings “underscore the need for early childhood educators and parents to build on subitizing ability to teach the [cardinality principle].”
Estimating the amount of peer language resources children access through classroom-based peer social interactions, researchers suggest their findings “indicate a significant variation of peer language resources within classrooms and … children with disabilities had significantly fewer peer language resources.” The researchers further suggest “peer language resources showed a stronger association with their language growth than that of typically developing children.”
Early Education News Round-up
The week’s key stories on early childhood education. Read now.
Webinar, Seize the Opportunity: Now is the Time to Provide Remote Professional Development for Your Teachers, hosted by Region 9 Head Start Association. This webinar will provide a framework and a structure for facilitating high quality professional development specific to your program, March 31, 2020 at 10:00 am PDT. Register.
Webinar, TALIS 2018: Implications for the U.S., hosted by NCEE. OECD Director for Education and Skills Andreas Schleicher and NCEE President and CEO Anthony Mackay take an in-depth look at Volume II of the 2018 Teaching and Learning International Survey (TALIS), Teachers and School Leaders as Valued Professionals, April 6, 2020 at 4:00 p.m. EDT. Register.