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This article presents the findings from a meta-analysis of 11 studies examining the impact of age and frequency of reading to young children on their literacy and language development.Publication Date
2012About
The Relationship-based Competencies (RBCs) are founded on research and recommended practices around working with families from pregnancy through the early childhood years. There are specific sets of competencies for different early childhood professionals, as described below. The tools in this series may be used to assess competence and to identify targets for professional growth and development. Specific components of the series include:
Head Start and Early Head Start Relationship-Based Competencies – These resources describe how to implement the Head Start Program Performance Standards and the Parent, Family, and Community Engagement (PFCE) Framework. There are separate sets of competencies for supervisors and staff who work with families.
Relationship-Based Competencies to Support Family Engagement: Overview for Early Childhood Professionals – This is an overview of the 10 RBCs to build family engagement and support positive outcomes for children and families.
Relationship-Based Competencies to Support Family Engagement for Teachers and Child Care Providers - These resources describe the competencies needed by teachers, child care providers, and other professionals who teach and care for children in group settings. There are separate sets of competencies for supervisors and staff who work with families.About
This review describes a secondary analysis of three research syntheses which focused on the relative effectiveness of three reading instruction approaches, namely dialogic reading, interactive shared book reading, and shared book reading.Publication Date
2007About
Watch the experience of two different toddlers enjoying rain for the first time. Sure, they’re getting wet, but what are all the other things they’re learning?About
Through this set of PowerPoint slides, Dr. Rita Buchoff shares a variety of ideas about family stories. She starts with examples of children’s books that feature the family stories of others, then illustrates different ways in which to capture stories. For younger children, stories may be captured on tape or video; for older children they may be written and illustrated. A delightful option for inviting family members to share their stories (the Family Box) is also included.About
Through this set of PowerPoint slides, Dr. Rita Buchoff shares a variety of ideas about family stories. She starts with examples of children’s books that feature the family stories of others, then illustrates different ways in which to capture stories. For younger children, stories may be captured on tape or video; for older children they may be written and illustrated. A delightful option for inviting family members to share their stories (the Family Box) is also included.About
This webpage contains links to various research and information on the impact of music on learning.Publication Date
2012About
In October 2014 two foundations supported a national research summit on the early care and education of children who are DLLs. The Summit generated research briefs related to best practices in assessment, evidence-based practices, and family engagement, all of which are available at http://www.cal.org/resource-center/publications-products/national-research-summit-resourcesAbout
This synthesis provides information on using evidence‐based practices in screening and assessing the social‐ emotional competence of infants, toddlers, and young children. It begins with a discussion of what is meant by social‐emotional competence, describes general issues and challenges around screening and assessment, discusses the roles of families, culture, and language in screening and assessing social‐emotional competence, and ends with a list of resources and some examples of social and emotional screening and assessment tools.About
In this document, the NPDCI provides 9 key conclusions based on a review of the literature on early childhood inclusion. A list of references accompanies each key conclusion and some definitions are provided at the end of the document.Publication Date
2009About
This document provides brief descriptions and supporting references for the evidence-based and promising practices that support early childhood inclusion. These practices are organized into three major sections corresponding to the defining features of high quality early childhood inclusion as described in the joint position statement: access, participation, and [systemic] supports.Publication Date
2011About
Earlier this week, New America launched a digital magazine dedicated to the theme of resilience. Resilience, writes Anne-Marie Slaughter, is often synonymous with endurance—"[b]ut in my conversations with the various contributors to this project, I have come to understand resilience in a different and more affirmative way: As the capacity to grow and change in the face of adverse circumstance." Go to https://resilience.newamerica.org/magazine/ to see if this resource is of interest to you.About
This January 2017 resource was developed to enhance state and local efforts to support immigrant children from birth through the elementary grades. The first half provides tips for educators; the second half provides tips for family members and guardians on how to facilitate children's learning and education starting at birth.About
Resources to support Child Development (conception through age 8)Publication Date
March 2015About
This is a set of resources to help North Carolina EC professionals to support each and every child and familyAbout
This document presents a listing of resources regarding challenging behaviors. These resources include Young Children articles and NAEYC publications, as well as other articles, books, multimedia and online resources.Publication Date
2011Publication Date
August 2014About
COVID-19 has deeply impacted early childhood programs, children and families, and their communities. This resource, jointly created by the Office of Special Education Programs (OSEP), the Early Childhood Technical Assistance Center (ECTA), the Office of Head Start (OHS), and the OHS TA National Centers may be helpful. It provides guidance and resources to help leaders, services providers, teachers, support staff, children, and families during with re-opening and continuity of services.About
A 2019 survey of nearly 86,000 students found that homelessness affected 18% of respondents attending two-year colleges and 14% of those attending four-year institutions. There are excellent, free resources available for better understanding issues of housing insecurity and supporting students for whom this is a reality. Consider the Schoolhouse connection website (https://www.schoolhouseconnection.org/learn/higher-education/) or NAEHCY (https://naehcy.org/higher-education/)