September 15, 2023 – Volume 22, Issue 37

Hot Topics    

Spotlighting ECE workforce issues during Workforce Development Month   
As September is Workforce Development Month, it serves as a poignant reminder of the challenges faced by educators in this field including long-standing problems of inadequate compensation and supports in the workplace. A recent study of 2000 teaching staff in high quality programs by Donna Bryant, Noreen Yazejian, and their colleagues focuses on retention, and provides insights into actions that both administrators and policymakers can take to attract and retain talent. These have far-reaching implications for the quality of care and education provided to our youngest learners.     

Event To Attend      

Addressing the Early Childhood Teacher Workforce Crisis: Join This Webinar for the ECE Good Jobs Challenge    

Thursday Oct 5, 2023, 4pm ET    

The critical shortage of early childhood education (ECE) teachers is a pressing concern, often exacerbated by issues like poor compensation, inadequate working conditions, and a lack of professional status. To tackle these challenges and envision a future where all ECE jobs are rewarding and fulfilling, join this upcoming webinar featuring a panel of distinguished leaders.     

The ECE Good Jobs Challenge webinar will host Marcy Whitebook, Ph.D., Director Emerita at UC Berkeley’s Center for the Study of Childcare Employment; Shawntel Green, Senior Instructor at the Early Education Career Institute; and Chad Dunkley, CEO of New Horizon Academy.     

Register now!   


Join Us at the 2023 NASLEE Roundtable October 11-13, 2023   

Connect with other state leaders and learn about best practices in early care and education at our Roundtable. Sessions explore strategies and resources to build capacity and ensure equity for all children from birth to grade 3.      

This year’s Roundtable topics include the early educator workforce, PreK expansion and alignment, the science of reading, and many more. You’ll hear from NIEER experts, Allison Friedman-Krauss, Assistant Research Professor; Lori Connors-Tadros, Senior Research Fellow; and Karin Garver, Early Childhood Education Policy Specialist alongside national leaders and early childhood experts, with a focus on strengthening state-to-state partnerships.    

Register now    

International Journal of Child Care and Education Policy   

Childcare Policy in Korea: Current Status and Major Issues  

Ock Rhee’s paper analyzes South Korea’s childcare support policies from 2003 to 2007, covering the First and Second National Childcare Support Schemes and the Nationwide Survey of Childcare and Early Childhood Education. It reveals increased childcare facilities and budgets but stagnant growth in teacher salaries and facility safety. The paper addresses policy debates about public vs. private services, low-income vs. general support, and government intervention. It concludes that South Korea is shifting from conservative to progressive childcare policies due to financial support and the need to combat a declining fertility rate. Read more    

Publish in the International Journal of Child Care and Education Policy (IJCCEP)   

It’s FREE and OPEN ACCESS – 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.   


How Do Physical or Sensory Early Childhood Education and Care Environment Factors Affect Children’s Social and Emotional Development? A Systematic Scoping Review   

A comprehensive scoping review, examining 8,378 studies between 2000 and 2021, has identified critical environmental factors affecting social and emotional competence in preschool children. The authors of the review report that elements such as environmental quality, classroom materials, outdoor settings, and weather conditions impact preschool children’s social and emotional development. Suboptimal classroom conditions and bad weather were linked to negative outcomes. The reviewers further found that physical and sensory environments significantly intersect with social contexts to influence early educational experiences Read more.    

The Provision of Trauma Awareness Training in the Early Childhood Education & Care Profession: A Systematic Review  

Catherine Sheehan, Judith Butler & Cian O’ Neill‘s literature review in Early Childhood Education & Care highlights the vital role of practitioners in addressing childhood trauma. The findings stress the lack of global research on trauma awareness training in ECEC, the necessity for standardized measurement tools, and the importance of practitioner well-being in training. This study calls for the creation of tailored trauma training programs for ECEC practitioners worldwide. Read more    

Qualitative Insights from a Randomized Clinical Trial of a Mother–Child Emotional Preparation Program for Preschool-Aged Children   

Columbia University Irving Medical Center conducted a randomized controlled trial in partnership with an early childhood learning center, highlighting the positive impact of the Mother–Child Emotional Preparation (MCEP) program on preschool children and their mothers. Qualitative observations of 14 MCEP sessions revealed alignment with calming cycle theory, fostering emotional connection. The study demonstrates adaptability to individual needs, filling a crucial gap in early childhood education. The authors recommend further research and wider MCEP program dissemination, emphasizing its sustainability and cost-effectiveness administered by school personnel. Read more   

Concurrent and Longitudinal Associations between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study  

This meta-analysis assesses parental math support’s impact on 3-5-year-old children’s math skills across multiple continents. The findings reveal a modest yet significant positive link between parental math support and children’s math abilities, in both current and long-term studies. While several factors like math support type, child age, and parent education had inconclusive effects, the specificity of parental math support significantly influenced children’s math outcomes, especially when using global assessments. This highlights parental involvement’s significance in early math education and offers insights for future interventions. Read more    


All Our Kin: Vice President of Policy & Field Building   

Center for American Progress: Senior Director, Early Childhood Policy   

ZERO TO THREE: Senior Training and Technical Assistance Specialist   

Start Early: Associate, Strategic Advancement    

Child Care Aware of America: Policy Analyst   

Harvard Center for the Developing Child: Special Assistant to the Faculty Director