Weekly E-News
November 8, 2025
Hot Topics
In the news, Funding Uncertainty Threatens Early Learning Programs
As the federal government shutdown continues, early learning programs across the country are grappling with immediate funding disruptions. From Iowa to Pennsylvania, Head Start centers are scaling back services, relying on private donors, or preparing for temporary closures. Some programs have already furloughed staff or halted enrollment altogether.
Even temporary disruptions derail children's early education, erode workforce retention, disrupt family routines, and increase costs. Start Early is offering an important information resource for Head Start's currently or soon to be facing a funding cutoff.
Join Start Early on Wednesday, November 12 for a timely webinar offering practical support for (Early) Head Start grantees navigating funding interruptions and temporary closures. 🔗 Learn more: Explore NIEER’s research on building resilient early learning systems and funding models that support program continuity and stability.
In the news, universal child care impacts child development
As cities and states move to implement universal preschool and child care across the nation, you may have seen headlines that universal programs harm child development. Expect to see more. We all have work to do to explain the research beyond the headlines. Quality is one of the keys to ensuring that universal programs—preschool or child care—have positive impacts on children. And, quality isn't cheap at any age. For infants and toddlers, the economics of quality—small ratios, specialized staff, and longer hours—make universal child care very expensive and cheap, rapid expansion riskier for children. Paid parental leave is one option that needs to be considered in developing policies to support our youngest children and their families. When subsidized care is offered, we should ensure that we expand access without sacrificing quality.
Recent NIEER family surveys show cost, schedule, and location remain the strongest drivers of child care choices in New Jersey, with most children attending about 22 hours weekly. These findings, alongside lessons from Quebec’s rapid expansion, and other more recent studies reinforce the need for paced growth and adequate per-child funding and ongoing evaluation to make sure we are getting the quality and outcomes we want for our children and families.
Building strong state systems means scaling pre-K with clear quality benchmarks—while adopting flexible, mixed strategies for infants and toddlers that ensure quality keeps pace with access.
NIEER Activity
State Policies Supporting Inclusive Preschool Enrollment
Our new data snapshot analyzes the extent to which state-funded preschool programs have policies and guidance in place to ensure children with disabilities can fully participate alongside their peers. Drawing on data from the 2024 State of Preschool Yearbook, the analysis reviewed 65 programs across 45 states and Washington, D.C., focusing on policies related to teacher qualifications, professional development, mixed-delivery systems, and classroom composition.
Findings show that while several states have taken steps to embed inclusion-related policies—such as providing professional development or offering mixed-delivery guidance—only a small subset have comprehensive frameworks aligned with federal recommendations from the U.S. Departments of Education and Health and Human Services. Many states still lack the infrastructure or data systems needed to track participation of children with disabilities. The report underscores that adopting evidence-informed, multi-pronged policies—and investing in implementation capacity—is essential to ensure preschoolers with disabilities are not only enrolled, but also meaningfully included in high-quality learning environments.
Global Leadership in Early Learning — Khalifa International Award for Early Learning
Steven Barnett, Founding Director of National Institute for Early Education Research (NIEER) and Chair of KIAEL’s Awarding Committee, recently joined two international symposia hosted by the Khalifa Award for Education. During the event, Barnett and other global experts shared research insights and recognized leading early childhood initiatives that are advancing learning equity and institutional capacity in low- and middle-income countries.
The symposium highlights NIEER’s engagement at the global level and offers U.S. state and system leaders access to innovative program models, research methodologies, and cross-sector partnerships recognized by KIAEL. Recordings are available on YouTube https://www.youtube.com/playlist?list=PLpVkcFE5Mgk9QDJb9UGwUkRjPE_fGxfDv
IJCCEP
Is it Possible to Promote Executive Functions in Preschoolers? A Case Study in Brazil
A study in Brazil tested whether preschool teachers can improve children’s executive function—the skills that support attention, self-control, and goal-directed behavior—through structured classroom activities. Teachers implemented a four-month program called the Intervention Program for Self-Regulation and Executive Functions (PIAFEx) with 70 five-year-olds in public preschools. Children who participated showed greater gains in attention and inhibitory control than peers in traditional classrooms, suggesting that teacher-led, play-based EF activities can be effectively integrated into early learning settings.
Research
A study on the Denver Preschool Program (DPP) found that participation was linked to positive long-term outcomes by fifth grade. DPP participants were less likely to experience chronic absence or retention compared to non-participants, and English language learners (ELL) in the program were more likely to be redesignated as no longer needing ELL services. While suspensions were not significantly affected, moderate effect sizes (ranging from 0.121 to 0.177) suggest that DPP participation can have lasting benefits, particularly in reducing absenteeism and supporting the academic success of ELL students. Study authors include Vi-Nhuan Le, Diana Schaack, Cristal Cisneros, Brooks Rosenquist. Jolene Gregory.
A systematic review published in the Journal of Instructional Development and Educational Research analyzed 60 peer-reviewed studies (2015–2025) on YouTube’s role in developing English vocabulary among children ages 3–8. The review found that multimodal features—such as songs, animated stories, and interactive videos—enhance vocabulary recognition, retention, and recall while increasing motivation and cognitive engagement. The effectiveness of YouTube as a learning tool was strongest when teachers and parents provided guided support, explanation, and repetition. However, the review noted persistent challenges, including distractions, excessive screen time, and unequal digital access. Authored by Citra Prasiska Puspita Tohamba (2025).
Family Involvement in Early Childhood Education: A Systematic Review of its Measurement
A systematic review published in the Early Childhood Education Journal examined how family involvement in early education is measured across 97 empirical studies published since 2010. Findings identified three main dimensions—home-based engagement, school-based engagement, and home–school communication—with home-based activities receiving the greatest focus. Results highlight increased global attention to family involvement and the need for more standardized approaches to measurement to inform stronger engagement strategies and policies. Authored by Andrea Otero-Mayer, Ana González-Benito, Belen Gutiérrez-de-Rozas, and Eva Expósito-Casa.
A randomized controlled trial of 120 preschoolers in China examined how the interactive music app Piano Kids – Music & Songs influences early development. Over six months, children in the experimental group used the app three times weekly for 30 minutes, resulting in significant gains in cognitive scores and in socioemotional development compared to the control group. Authored by Songquan Yang and Yiting Zhang.
Opportunities
Senior Associate, Research & Impact, Overdeck
Director of Transformation, W.K. Kellogg Foundation
Policy Associate, Society for Research in Child Development
Senior Policy Research Associate, First 5 Association of California
Early Childhood Assistant Professor (Non-Tenure Track), Colorado State University
The Authors
Ashley Davison is the Director of Communications for NIEER. In her role, she leads the institute’s development and implementation of audience-centric marketing and media strategies. Through a broad use of digital and content marketing, she seeks to elevate the position of the NIEER, leadership, and mission-related work.
About NIEER
The National Institute for Early Education Research (NIEER) at the Graduate School of Education, Rutgers University, New Brunswick, NJ, conducts and disseminates independent research and analysis to inform early childhood education policy.
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