Welcome to the THIRTEENTH ISSUE of Research Briefs in Early Childhood! This newsletter brings you easy-to-read summaries linked to recent news and research focusing on early childhood education and development as part of the Nevada Statewide Comprehensive B-5 Needs Assessment process. In each issue, these monthly newsletters feature topics that inform early childhood system considerations, share Nevada and National News, and more. This newsletter was created with the help of PubTrawlr, which used generative artificial intelligence, such as large language models and other machine learning systems trained on image datasets. |
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| CHILD SAFETY AND PROTECTION IN ECE |
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| Early Support Can Protect Kids and FamiliesSchools are being asked to address childhood trauma, but new research raises questions about whether current approaches, like teacher trainings and adversity screenings, are actually helping, with evidence showing limited effectiveness and even the risk of retraumatizing students. Studies also show that systemic factors shape which children carry the heaviest burdens. Meanwhile, early childhood policies may do more than support kids, they could help keep families safer. A review of programs like childcare subsidies and Head Start suggest these initiatives may reduce child maltreatment, either by improving family economic stability or promoting better parenting, especially for families facing deep disadvantage. However, policy details matter: an 11-year national study found that moderate work requirements for childcare aid didn’t affect neglect rates, but pushing parents to work 30 hours a week was linked to more substantiated neglect cases. At the same time, more generous eligibility rules for childcare assistance appear to lower abuse and neglect investigations, particularly for the youngest children. |
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| | ECE’s Role in Early Childhood TraumaStudies reveal both the promise and the pitfalls of early childhood settings for kids facing adversity. One study shows that targeted participation in early childhood education can help buffer developmental risks after Child Protective Services involvement, with different types of care offering distinct benefits for cognitive and social–emotional growth. Another argues that without trauma-informed practices, early learning environments can unintentionally deepen children’s wounds at a time when preschoolers face expulsion at alarming rates. |
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| MALTREATMENT OF YOUNG CHILDREN |
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| Spotting Abuse: Training Makes a DifferenceTraining is essential to help professionals recognize and report child abuse. A review of 11 trials from three high-income countries finds that trained professionals show better knowledge, skills, attitudes, and accuracy in deciding when a case should be reported, though gaps remain in understanding what effective training should include. Another study shows how early, system-wide trauma-informed efforts can strengthen pre-K settings, where teachers and staff gained knowledge and confidence as their districts aligned practices to support young learners. Meanwhile, three studies highlight the promise of iLookOut, an online program built on mastery learning, self-determination theory, and spaced micro-learning. Trials show that early childhood providers using iLookOut improved more than those with standard training. A large analysis also finds that learners who see the program as engaging and appropriate gain the most, especially those who started with less knowledge, pointing to its potential to support diverse mandated reporters. At the same time, another review highlights the often-overlooked problem of maltreatment in daycare. Very young children are most at risk, with abuse mainly perpetrated by caregivers or teachers rather than peers. Sexual, physical, and emotional abuse are all documented, but long-term effects are poorly understood, and reliable assessment tools are scarce. The findings underscore the urgent need for better detection, prevention, and support, showing that even early childhood settings considered safe require careful attention and evidence-based protections. |
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| TRAUMA AND SCHOOL DISCIPLINE |
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| How Trauma Shapes School DisciplineIn K–12 schools, research finds that students who’ve experienced trauma or adversity are significantly more likely to face exclusionary discipline, and students of minority backgrounds are disproportionately impacted. In early-childhood settings (ages 3 to 5), research shows high rates of expulsions and suspensions and disparities among minorities, but no strong evidence yet links those discipline outcomes directly to individual trauma histories. Together, these studies suggest that while discipline gaps emerge early, the role of trauma in younger cohorts is less studied. As children progress into school-age, trauma and adversity appear more clearly tied to disciplinary exclusion, especially for minoritized students. |
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CHILDREN AT RISK OF ABUSE |
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| Which Preschoolers Are Most at Risk?Early childhood education and high-quality childcare can play a powerful role in protecting young children from adverse experiences, including maltreatment. Children ages 1 to 5, particularly those from minority groups and high-poverty communities, face elevated risks of fatal child abuse and neglect, a recent review found. However, access to early learning and supportive childcare environments could help buffer these risks. Another study in Arkansas examined preschool-aged children receiving early childhood services to identify which were most vulnerable to adverse experiences. Children in urban and large rural areas faced the highest risks, with patterns differing by minority group and location. Interventions to prevent maltreatment and promote child well-being could be even more effective when tailored to children’s local context. |
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Coming soon from the Nevada Department of Education: Nevada Pre-Kindergarten Social Emotional Standards, Revised 2025
Building a Foundation for School Readiness and Success in PreK-12 and Beyond:
The Pre- Kindergarten Social Emotional Standards (SEL) are one component of the Nevada Standards revised in 2023, which together prepare Nevada’s children for Kindergarten and beyond. The critical skills outlined in the complete Pre-Kindergarten Standards are a guide for parents and educators to assist their children’s learning and development by providing the basis of each skill and examples to support advancement. SEL helps children to understand and manage their emotions, encourages positive decision-making skills, and promotes healthy relationships. The guide is broken down into five basic principles: Standard 5: Practice responsible decision making The PreK Standards and the PreK SEL Standards will be available in English and Spanish through Early Childhood Partners throughout the state. For more information contact us at NevadaPDGB5@gmail.com
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| NEVADA EARLY CHILDHOOD ADVISORY COUNCIL |
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| The Nevada ECAC is preparing for transitions as we move towards creating new goals with new strategic plans. We are also still looking for funding to support our efforts within the communities statewide with 2 full-time employees who keep us on task, organized and
efficient so we can best meet the needs of families and children who call Nevada home. Strategic Planning Retreat: The Retreat had a great turnout of around 35-40 people consisting of members, Early Childhood System
professionals, family members who care for children 8 years old and younger, Early Childhood Experts, government agencies, preschool and child care administrators, Head Start/Early Head Start representation, and other non-profit partners. Participants were ready to discuss, review, create, and work together to come up with potential new goals and ideas to move forward with our work.
We would like to thank Sunrise Children’s Foundation for hosting our 2-day meeting. We would also like to thank The Discovery Source, specifically Mr. Fred Johnson III, for sponsoring lunch for ECAC and all of the participants for both days of the retreat! Not only that, he also had sponsored two $100 gift cards to give away for raffle prizes! Join us! General ECAC: GENERAL ECAC MEETING SCHEDULE AND INFORMATION
ECAC Subcommmittees: SUBCOMMITTEE MEETING SCHEDULES AND INFORMATION
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| DECEMBER AWARENESS TOPICS |
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| December Is Safe Toys and Gifts MonthDecember is Safe Toys and Gifts Awareness Month, a designation first made by Prevent Blindness America. It’s a timely reminder to choose toys that match a child’s age, developmental stage, and individual abilities, especially for infants and children under three, as unsafe toys can result in injuries, including blindness. The National Association for the Education of Young Children offers age- and stage-specific suggestions for high-quality toys. Visit this NVCLPPP website to check for any toy recalls that may be harmful for children.
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