Monthly digest of tools for SC's Early Childhood Leaders
Institute for Child Success
The new symposium web page highlights the latest early childhood research from around the state, including links to many of the presentations given at this month's event.
Help Me Grow Blog
October 14, 2013
Dr. Paul Dworkin, the Plenary Speaker at ICS' first South Carolina Early Childhood Symposium, provides reflections on the Symposium's focus on the challenges of measuring impact and making research accessible. The Help Me Grow National Center is also focused on the importance of measuring impact.
The Morning News - Florence
September 21, 2013
Florence School District 1 will soon be getting a $590,000 grant from the state to implement its school readiness program. The money will be provided to the district quarterly, over the course of four years, to offset the costs of expanding its early childhood education offerings to more students and adding programs.
September 27, 2013
On September 27, Ann Robinson authored "Pay for Success Promising," in The Greenville News. The piece discussed ICS and our recent PFS work as a potential mechanism for scaling and sustaining evidence-based interventions.
News & Tools from Around the Country
September 25, 2013
Fifty years of research by Stanford psychologists reveals that 2-year-old children of lower-income families may already be six months behind in language development by the time they enter school. By 18 months of age, toddlers from disadvantaged families are already several months behind more advantaged children in language proficiency.
National Governors Association
October 1, 2013
Improving early literacy is essential to increasing high school graduation rates allowing students to be successful in postsecondary education and ensuring the prosperity of all Americans, according to a report released by the National Governors Association.
Society for Research in Child Development and Foundation for Child Development
In a report from researchers at the Society for Research in Child Development and Foundations for Child Development argue that large-scale public preschool programs can have substantial impacts on children's early learning. They also contend that quality preschool education is a profitable investment and that the most important aspects of quality in preschool education are stimulating and supportive interactions between teachers and children and effective use of curricula.
New American Foundation
October 7, 2013
Detroit may be bankrupt, but it is also home to an early learning model that was promising enough to win a Social Innovation Fund grant in 2011 to figure out just how effective it is.
Parents Need to Know More About Early Childhood
October 12, 2013
Parents, professionals and policy makers are ignoring research on the most effective ways to raise healthy infants, and their inaction could lead to a more troubled society, two recent studies say. Despite explosive growth in the field, policy makers are not using new knowledge to inform government programs created to aid parents and infants.
US News and World Report
October 17, 2013
Researchers have found that preschool has a noticeable effect on children's academic success. Despite the fact that many programs vary in quality, public preschool programs have been shown to benefit students from all economic, racial and ethnic backgrounds, according to a research brief funded by the Foundation for Child Development.
Language-Gap Study Bolsters a Push for Pre-K
The New York Times
October 21, 2013
An article in The New York Times reports that oral language and vocabulary are connected to reading comprehension. A recent study out of Stanford University finds that by the time children are 18 months old, children from affluent families could identify pictures of words they knew much faster than children from low-income families. Wealthier children, by the age of 2, had learned 30 percent more words in the intervening months than children from less-affluent homes. Therefore, the most disadvantaged children face increased challenges once they enter school and start learning to read.
ZERO TO THREE and Child Trends
ZERO TO THREE and Child Trends released a 2013 survey of state child welfare agencies that looks at the policies and practices that address the needs of infants and toddlers who have been maltreated. It sets the stage for understanding how states are currently supporting young children and where opportunities exist to expand supports.
Children's Engagement in Preschool and the Development of Self-Regulation
University of Virginia Curry School of Education
In an issue brief completed by the University of Virginia Curry School of Education, researchers contend that children engagement with teachers, peers, and tasks in the preschool classroom is related to their gains in self-regulation skills. Their engagement is the preschool classroom impacts compliance and cognitive control, emotion management, and self-regulation.
Exploring Alternative Finance Strategies: Louisiana's School Readiness Tax Credits
Geoffrey Nagle, Ph.D.
Assoc. Professor of
Psychiatry and Behavioral Health
Tulane University Institute of Infant and Early Childhood
3:00 - 4:00 pm
Click here for more information
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