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Policy Brief on Integrating Early Childhood Mental Health Consultation with the Pyramid Model
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new policy brief, entitled Integrating Early Childhood Mental Health Consultation with the Pyramid Model (November 2009), by Deborah F. Perry & Roxane K. Kaufmann. The brief provides an overview of Early Childhood Mental Health Consultation and how it can support implementation of the Pyramid Model for promoting the social emotional competence of infants and young children. Policy issues that arise when administrators seek to integrate these two approaches at the state and local levels are also discussed. It is available online at http://www.challengingbehavior.org/do/resources/documents/brief_integrating.pdf
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - December 3, 2009; NECTAC eNotes, December 4, 2009
New Charting Progress for Babies in Child Care Website!
CLASP has redesigned the web resources for the Charting Progress for Babies in Child Care project. New pages for each of the project’s 15 recommendations feature easy-to-navigate tabs that contain:
Users can also navigate to technical assistance tools that CLASP is developing to help states chart their own progress in improving infant/toddler care, as well as other related resources in CLASP’s Child Care and Early Education work. Visit the new site at: http://www.clasp.org/babiesinchildcare
Report Recommends Higher U.S. Investment on Early Childhood Education
A new report from the Organization for Economic Co-operation and Development (OECD) recommends that the U.S. government spend more money on children in the first six years of their lives. The report, Doing Better for Children (2009), shows that the U.S. spends about $20,000 per child up to age 6 whereas the average OECD member country spends the equivalent of $30,000. This pattern reverses as children get older. Total spending per child in the U.S. is $140,000, significantly more than the OECD average of $125,000. Yet U.S. children do less well than their peers in most other OECD countries in areas such as health and education. To access the report, go to http://www.oecd.org/document/12/0,3343,en_2649_34819_43545036_1_1_1_37419,00.html
Source: Organization for Economic Co-operation and Development - September 1, 2009
Resource Collection on Fetal Alcohol Spectrum Disorders (FASDs)
The Maternal and Child Health (MCH) Library at Georgetown University has compiled a number of key resources on Fetal Alcohol Spectrum Disorders (FASDs), which includes Web sites; fact sheets and brochures; screening, diagnosis, surveillance, intervention, and training tools; and prevention-education materials (in both English and non-English languages), as well as other materials. It is available online at http://mchlibrary.info/guides/fasd.html
Source: Georgetown University, Maternal and Child Health (MCH) Library; NECTAC eNotes, October 2, 2009
Two Resources on Social Emotional Development
Promoting Social Behavior of Young Children in Group Settings: A Summary of Research
Glen Dunlap and Diane Powell have just completed this synthesis for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). It provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as having or being at risk for disabilities, and who have identified problems with social-emotional behaviors. Download at http://www.challengingbehavior.org//do/resources/documents/roadmap_3.pdf
Source: NECTAC eNotes, August 24, 2009
Social-Emotional Development in Early Childhood: What Every Policymaker Should Know
The National Center for Children in Poverty (NCCP) has published a new brief, entitled Social-Emotional Development in Early Childhood: What Every Policymaker Should Know (2009), by Janice L. Cooper, Rachel Masi, and Jessica Vick. The brief summarizes the results of a survey on states' efforts to maximize the impact of current policies to provide effective child development and prevention services to young children, especially those at risk for social and emotional delays, and makes recommendations for how to better support these children. Available at http://www.nccp.org/publications/pub_882.html
Source: National Center for Children in Poverty; NECTAC eNotes, August 24, 2009
What Works? A Study of Effective Early Childhood Mental Health Consultation Programs
The Georgetown University Center for Child and Human Development (GUCCHD) has released a new report entitled What Works? A Study of Effective Early Childhood Mental Health Consultation Programs. Through in-depth site visits to six consultation programs with demonstrated positive child, family, early care and education (ECE) provider and/or ECE program outcomes, this report explores the question: What are the essential components of effective mental health consultation programs? It also highlights tips and examples around program outreach, consultant hiring/training, service delivery, fostering positive consultant/consultee relationships, evaluation and other key topics.
The Full Study Report, Executive Summary and Study Fact Sheet can be downloaded at http://gucchd.georgetown.edu/78358.html. In addition, the report's online Resource Compendium provides resources to assist in designing, implementing and evaluating early childhood mental health consultation programs. For more information or to request hard copies of the Executive Summary or Fact Sheet, contact Frances Duran at bazazf@georgetown.edu
Source: Georgetown University Center for Child and Human Development; NECTAC eNotes, October 2, 2009
Two Resources on Home Visiting
Source: Society for Research in Child Development - Retrieved November 6, 2009
The full report and executive summary are available at: http://www.clasp.org/admin/site/publications/files/homevisitingkinshipffn.pdf
Emotional and Behavioral Development Paves the Way to Achievement
According to a new report from MDRC, evidence suggests that improving young children's healthy emotional and behavioral development is both an important outcome in its own right and can also be a pathway to improved academic achievement. In survey after survey, the authors write, teachers consistently emphasize their need for professional development and other supports to help them address children's behavioral issues. The report offers a preview of promising findings from Foundations of Learning (FOL), a demonstration and random assignment evaluation in Newark and Chicago of an intervention that trains preschool teachers to better support children's behavior and emotional development. The model combined teacher training in effective classroom management with weekly classroom consultation, with mentors coaching teachers in workshop strategies and providing individualized support to the highest-risk children. The report found that program interventions improved teacher ability to effectively support children's behavior and emotional development; increased instructional time and created a positive climate for learning in classrooms; reduced conflict and acting-out behaviors by children; and improved children's ability to focus their attention, curb their impulsivity, and show greater engagement in the classroom.
See the report: http://www.mdrc.org/publications/527/full.pdf
Free Publication Offers Diverse Views of Early Childhood Inclusion
How can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That’s the question posed in the Summer/Fall issue of Impact. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children – what was helpful, what was not, and lessons learned from the experience. Researchers and practitioners discuss practical strategies for supporting quality early education experiences for young children with disabilities, as well as the necessity and benefits of inclusion for all students. Innovative inclusive early childhood programs from around the country talk about what they’re doing and the outcomes. And complementing the stories and strategies are listings of a wide range of resources that may be of use to families and professionals who are parenting or working with young children with disabilities.
The articles are short and meaty – perfect for a staff meeting, student assignment, parent newsletter, or policy briefing. Don’t miss “How Inclusion is Benefiting One Child Without Disabilities: Dillon’s Story” to get a unique perspective on the value of quality inclusion for young children with and without disabilities. Impact is published by the Institute on Community Integration, a federally-designated University Center for Excellence in Disability, at the University of Minnesota. To receive a free print copy of this issue, call the Institute’s Publications Office at 612-624-4512, or e-mail icipub@umn.edu. You can access this issue online at http://ici.umn.edu/products/impact/221/221.pdf
Creative Financing Structure for Infant-Toddler Services
ZERO TO THREE and the Ounce of Prevention Fund have released a joint policy brief, Inspiring Innovation: Creative State Financing Structures for Infant-Toddler Services. This new brief highlights the work of four states – Illinois, Kansas, Nebraska, and Oklahoma – that have developed innovative financing structures to support services for at-risk infants and toddlers. It reveals key policy elements that cut across all four states, as well as strategic decisions, lessons, and recommendations critical to the establishment of particular financing structures that support high-quality programs for infants and toddlers. Our hope is that the brief will inspire other states to advocate for, develop, and implement new financing structures to support services for at-risk infants and toddlers. The document is available at www.zerotothree.org/statefinancing. To request printed copies, please e-mail pubs@ounceofprevention.org with the quantity desired and the purpose for which they will be used.
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