Weekly E-News

Hot Topics

Brain-Building through Play: Activities for Infants, Toddlers, and Children 

A new handout series from the Center for the Developing Child at Harvard, supported by the LEGO Foundation, highlights the transformative power of play in child development. Starting in infancy, playful interactions build strong brain architecture, resilience, and lifelong health. The series offers age-appropriate games and activities to strengthen executive function skills like focus, working memory, and self-control. As children grow, these activities evolve from adult-child engagement to fostering independence and peer play, emphasizing play's critical role in nurturing lifelong success. 

NIEER Activity 

Honoring Ellen Frede: A Legacy of Excellence in Early Childhood Education 

It is with deep gratitude and a touch of bittersweet emotion that we announce the retirement of Dr. Ellen Frede, co-senior director of the National Institute for Early Education Research (NIEER). For decades, Ellen has been a trailblazer in the field of early childhood education, leaving an indelible mark on our organization and the communities we serve.

Ellen’s remarkable career in early education spans decades, during which she has played a pivotal role in shaping innovative policies and practices that have transformed the lives of countless children. From her direct work with young children and their families, to teacher training, leading New Jersey’s pre-K program, and conducting groundbreaking research, Ellen’s unwavering dedication to equitable access to quality education for young children has been evident. Her work has set a high standard for excellence.

At NIEER, Ellen’s leadership and vision have been instrumental in advancing our mission. Her commitment to rigorous research and her talent for bridging the gap between policy and practice have solidified NIEER’s role as a trusted resource in the field. She has mentored countless professionals, fostering a new generation of early education policy leaders and researchers who will continue to build on her extraordinary legacy.

As we celebrate Ellen’s achievements, we also express our deepest gratitude for her immeasurable contributions to NIEER and the field at large. Her passion, wisdom, and steadfast dedication have inspired us all.

Please join us in wishing Ellen a joyous retirement filled with new adventures, cherished moments with loved ones, and the profound satisfaction of knowing she has made a lasting difference.

Thank you, Ellen, for everything. You will always remain a cherished member of the NIEER family.

IJECCP

Understanding and Using Early Learning Standards for Young Children Globally 

 This study explores the global adoption of early learning and development standards, examining how country contexts and pre-primary service delivery influence their design and use. Countries often focus on specific indicators of children's skills or broader guidance on learning goals and pedagogy. These standards guide curriculum development, professional training, parent engagement, and national monitoring, promoting alignment in early education systems. While impactful, the study highlights a lack of rigorous evaluations on their effects on learning outcomes. Researchers from the National Center for Children and Families at Teachers College, Columbia University, recommend bolstering early childhood infrastructure to improve the standards' implementation and assessment, enhancing global early education. 

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.

Research

Parents’ Perspectives on Speech-Language Assessment for their Preschool-Aged Children: A Scoping Review 

A Canadian scoping review highlights limited research on parents' experiences with speech-language assessments for preschoolers. Analyzing literature from seven databases through April 2024, the review found only 10 studies met the criteria, with just three focusing on parents' perspectives—mainly monolingual, English-speaking mothers. The review reveals critical gaps in understanding parents’ roles throughout the assessment process, from preparation to post-assessment support. Researchers call for more inclusive studies to advance family-centered speech-language therapy practices. 

Social–Emotional Competence for Children with Identified Developmental Concerns: The Impact of Parenting and Executive Function 

This study examines the interplay between parenting behaviors, executive function, and social-emotional competence in preschool-aged children from low-income families with developmental concerns. Analyzing 267 parent-child pairs in publicly funded preschools, researchers found bidirectional links between children’s executive function and social-emotional skills during their first year. While executive function didn’t mediate the relationship between parenting behaviors and social-emotional competence, higher parental conflict in the fall predicted increased conflict in the spring, negatively impacting both skills by year two. These findings highlight the need to address family dynamics to support school readiness in vulnerable populations. The study was authored by Courtney Boise and Lisa L. Knoche. 

Relationship between Parenting Stress and Behavioral and Emotional Problems In Preschool Children: A Mediation Effect Analysis 

A study in China highlights the impact of parenting styles on preschoolers' emotional and behavioral well-being. Analyzing data from 258 preschoolers and their parents (October 2021–September 2023), the study found that a “hostile/mandatory” parenting style was linked to higher anxiety, irritability, and aggression, while a “support/participation” style correlated with fewer issues. Parental family rearing practices mediated nearly 30% of the relationship between parental stress and children’s behavioral problems. These findings emphasize the need for evidence-based parenting guidance to reduce stress and promote young children's mental health. 

Predictors of Preschool Attention-Deficit/Hyperactivity Disorder Diagnosis: A Population-Based Study Using National Registers 

A population-based cohort study in Sweden analyzed data from 631,695 children born between 2001 and 2007, identifying predictors of ADHD diagnoses in preschoolers. By age 5, 2.7% were diagnosed with ADHD. Among 41 predictors, 39 were linked to increased risk, including novel factors like gastroesophageal reflux disease (HR = 3.48), premature contractions during pregnancy (HR = 2.03), and parental criminal convictions (HR = 2.14). These findings provide insights for early ADHD identification and targeted interventions to improve outcomes for at-risk children. 

Opportunities

Khalifa International Award for Early Learning – Deadline Approaching

The Khalifa International Award for Early Learning, a prestigious global prize recognizing excellence in early learning research and practice, is now accepting applications. Researchers and practitioners from around the world are invited to compete for one of four $50,000 awards, with two winners selected for best research and two for best program or practice. Applications are open until December 31, 2024. Read & Apply Here. Watch the latest webinar to learn more

JOBS

Assistant Professor, Early Childhood Development and Learning (ECDL) Program, Hunter College  

Early Childhood Education Director University of Wisconsin - Milwaukee 

Public Engagement Manager, First Steps South Carolina 

Director of Policy & Government Relations, Jump Start 

Sr. Policy Analyst, ZERO TO THREE 

Principal Researcher/Research Manager, The Learning Policy Institute (LPI)