NIEER’s Latest Headlines
“Tens of thousands of young children with developmental delays went without critical services early in the pandemic, a new report finds, suggesting many preschools and elementary schools are now serving students with greater needs.”
Read the full story now.
“Enrollment of young children with disabilities in early intervention and special education services dropped significantly during the COVID-19 pandemic, according to a report released Wednesday by the National Institute for Early Education Research at the Rutgers Graduate School of Education.”
“The NIEER has studied preschool programs in the U.S. for two decades, according to Steve Barnett, who works with the Institute and helped author the latest report. “The 20-year perspective is somewhat startling,” Barnett said. “Spending per child is about where it was in 2002.”
What You Need to Know
- Forty-four states, Washington, D.C., and Guam provided publicly-funded preschool to almost 1.53 million children. Six states did not fund pre-K.
- Nine states served more than half their 4-year-olds; Only D.C. served more than half at age 3.
- Enrollment increased by 13%, rising in nearly every state. Yet, enrollment was still 8% below pre-pandemic levels.
- States spent $9.9 billion on pre-K, including $393 million in federal COVID-19 relief funds.
- Spending per child has not changed in 20 years and is too low to support quality full-day preschool.
- Five states met all ten quality standards benchmarks. Nine states met fewer than half.
Heads up, #EarlyEd and #SpecialEd professionals! Dig into this JUST RELEASED, first-of-its-kind equity audit that tracks state-by-state #preschool enrollment and #ECE policies for young children birth to 5 with disabilities.
INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY
Researchers report that inviting indigenous parents to participate in school activities and communicating with them were critical contributors to the success of non-indigenous preschool teachers in indigenous areas of Taiwan. The study sheds light on the importance of non-indigenous preschool teachers’ adoption of culturally relevant pedagogy. By integrating indigenous language and culture, connecting with students’ backgrounds, and involving parents, these teachers contribute to the holistic development and academic success of indigenous children. Implications for practice and future research are discussed.
- 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.
Researchers report that practitioners in mobile early childhood care and education centers in rural regions of South Africa exhibited a “limited understanding” of incorporating play-based methods into teaching. This limited understanding posed challenges in delivering appropriate play pedagogies tailored to meet the needs of young children. To address this issue, recommendations are offered to practitioners concerning strategic planning, effective implementation, and adequate support of play practices in early learning.
A new systematic review examines the suitability of sensory integration assessment instruments for young children in relation to current principles in early childhood approaches. The researchers identified seven sensory integration assessment instruments specifically designed for children up to the age of 6, which align with recommended practices in early intervention. The researchers suggest that their findings from this review can inform researchers and clinicians in selecting appropriate assessment tools.
A new study reports that there is limited research on how parenting behaviors affect sleep problems in preschool children so the authors examined potential factors that potentially can help parents correct their parenting strategies in a timely manner and promote better sleep health for their children. Researchers report that parents who exhibit hostile/coercive parenting styles increase the likelihood of their children experiencing sleep problems, with emotional and behavioral issues acting as mediators in this association.
Researchers of a new study suggest that interventions focusing on executive functions (EF) could potentially enhance the brain’s ability to process important information in children from low socioeconomic status (SES) backgrounds. Researchers examined “two individualized cognitive interventions with EF-demanding activities on brain connectivity in preschoolers (n=79) from low-SES homes in Argentina using complex network analysis.” The researchers emphasize the significance of taking into account individual variations when designing interventions to address the unique needs of individuals in enhancing specific neural and cognitive processes.
OPPORTUNITIES AND JOB OPENINGS