- FPG experts will be presenting at meetings around the world. Visit the FPG website for a complete list of upcoming presentations.
- Visit the FPG websitefor the latest news on FPG projects.
A recent journal article shares evaluation data from the FPG Natural Allies project which focused on building professional development partnerships to support inclusion.
Download a summary at Snapshot #57
The latest evaluation report from FPG Child Development Institute on North Carolina’s nationally-recognized More at Four program indicates the program’s continued success at preparing at-risk 4-year-olds to enter school by helping them improve language and literacy, math, general knowledge and social skills. More....
An article by FPG Senior Scientist Peg Burchinal, published in Child Development Perspectives, describes why problems with measurement error make it more difficult to obtain large effect sizes in research with very young children. Read the article...
The Inclusion Institute—the premier educational opportunity for anyone involved in the care and education of children birth through age five with special needs in inclusive settings—will be held July 14-16, 2009.
Attendees will learn about the latest research findings and resources to guide inclusive policy, professional development and practice; develop collaborative relationships and cross-agency systems to support early childhood inclusion; gain awareness of strategies and models to support inclusive services; and have the opportunity to meet, learn from and problem solve with peers.
For more information, visit www.nectac.org/~meetings/InclusionMtg2009/splash.html
FPG Senior Scientist Peg Burchinal participated on the National Academy of Science panel that produced Early Childhood Assessment: Why, What and How. The report addresses the fact that the assessment of young children's development and learning has recently taken on new importance. It describes the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. Read the Report...
Only a handful of states address children with disabilities in their early child care quality rating systems. As a result, few states are evaluating the quality of inclusive programs and services. This problem is compounded by a lack of consensus on dimensions that define high quality inclusion and a need for additional measures of quality inclusive practices. A new NPDCI paper advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion.
Read the report....