Kansas Inservice Training System

MENTAL HEALTH IN THE UNITED STATES

2006-08-29T14:54:00.000-05:00

Source: CDC's Morbidity and Mortality Weekly Report, May 4, 2006
Results from these two national surveys of parental report of diagnosed autism suggest that, as of 2003--2004, autism had been diagnosed in at least 300,000 U.S. children aged 4--17 years. Parents who reported that their children had autism also reported these children experienced moderate or high levels of social, emotional, and behavioral difficulties and needed special health-care and educational services. These population-based surveys might be useful to assess the specialized health and educational needs of families and children with disabilities such as autism.

PARTNERING WITH FAMILIES FOR LITERACY DEVELOPMENT

2006-08-29T14:53:00.000-05:00

Source: natural_resources2] Partnering with Families for Literacy Development, May 10, 2006
Three recent publications from FINE (the Family Involvement Network of Educators) at the Harvard Family Research Project relate to this topic. They are:
Parent Involvement and Early Literacy
Qiuyun Lin’s research reveals that parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families. www.gse.harvard.edu/hfrp/projects/fine/resources/digest/literacy.html

Story Time: Mothers’ Reading Practices in Japan and the U.S.
Eiko Kato-Otani compares American and Japanese mothers' home reading practices with their preschool children, highlighting cross-cultural differences. www.gse.harvard.edu/hfrp/projects/fine/resources/digest/reading.html

Family Involvement Storybook Corner
The set of materials in this Storybook Corner show you how to use published children's storybooks with family involvement themes to engage families in their children's education, encourage family-school-community partnerships, and support literacy. Resources include a compilation of read-aloud storybooks with family involvement themes, research on family involvement in children's early literacy and tools for using storybooks.
www.gse.harvard.edu/hfrp/projects/fine/resources/storybook/

INITIAL RESULTS FROM THE 2005 NHES EARLY CHILDHOOD PROGRAM PARTICIPATION SURVEY

2006-08-29T14:52:00.000-05:00

Source: National Center for Education Statistics, http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006075
"This report presents selected data on the nonparental care arrangements and educational programs of preschool children, consisting of care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start or Early Head Start. It focuses on children under age 6 who have not yet entered kindergarten. For example, the report shows that 60 percent of such children were in some type of nonparental care arrangement on a weekly basis in 2005. The data are drawn from the Early Childhood Program Participation Survey (ECPP) of the 2005 National Household Education Surveys Program (NHES:2005)."

THE EARLY READING AND MATHEMATICS ACHIEVEMENT OF CHILDREN WHO REPEATED KINDERGARTEN OR WHO BEGIN SCHOOL A YEAR LATE

2006-08-29T14:51:00.000-05:00

Source: National Center for Education Statistics, http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006064
"This Statistics in Brief examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement. Based on the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), the statistics in brief reports that in the fall of 1998 5 percent of all children in kindergarten were repeating kindergarten and 6 percent were attending kindergarten for the first time even though they were age-eligible to do so a year earlier (i.e., delayed entry). In terms of children’s first grade performance by kindergarten enrollment status, at the end of first grade, children who repeated kindergarten have lower reading and mathematics knowledge and skills than those who started on time. At the end of first grade, children whose kindergarten entry was delayed, in general, demonstrate slightly higher reading knowledge and skills than those who started on time. In mathematics at the end of first grade, children whose kindergarten entry was delayed kindergarten are behind their classmates who began kindergarten on time."

WHAT TO EXPECT AND WHEN TO SEEK HELP: BRIGHT FUTURES DEVELOPMENTAL TOOLS FOR FAMILIES AND PROVIDERS

2006-08-29T14:50:00.000-05:00

Source: [natural_resources2] Developmental Tools for Families and Providers, May 17, 2006
“What to Expect and When to Seek Help: Bright Futures Developmental Tools for Families and Providers offers a framework for families and providers to begin a conversation together about how best to support healthy social and emotional development in children. Resources are offered in four age ranges, infancy, early childhood, middle childhood and adolescence. Throughout the tools, a strong emphasis is placed on strengths as well as concerns. The information under "What to Expect" not only offers a guide to healthy development and parenting, but provides information that parents can find reassuring about their child's behavior and their own parenting. Bright Futures is a national health promotion initiative based at Georgetown University.”

ALIGNMENT OF PRE-K & KINDERGARTEN PROGRAMS EMPHASIZED

2006-08-29T14:48:00.000-05:00

Source: [natural_resources2] Schools, Families, and Social and Emotional Learning: Ideas and Tools for Working with Parents and Families, March 29, 2006

ALIGNMENT OF PRE-K & KINDERGARTEN PROGRAMS EMPHASIZED

In this paper, Kristie Kauerz outlines the importance of having strong, well-aligned programs beginning in Pre-K and extending through third grade (PK-3). It reviews the short-term impact of Pre-K and full day kindergarten programs, then summarizes the evidence that these impacts may "fade out" by the primary grades. To fight fade-out, PK-3 alignment is proffered as one means to enable children to maintain and expand upon the gains they make in early childhood education. PK-3 suggests that Pre-K experiences should be aligned with kindergarten and that kindergarten should be aligned with early elementary education. The paper closes with federal policy recommendations that provide both models and incentives for the nation, states, and local school districts to institute and strengthen PK-3 alignment.

Download the paper at http://www.newamerica.net/Download_Docs/pdfs/Doc_File_2826_1.pdf

RESOURCES FOR EVALUATING PROFESSIONAL DEVELOPMENT

2006-08-29T14:44:00.000-05:00

Source: [natural_resources2] Schools, Families, and Social and Emotional Learning: Ideas and Tools for Working with Parents and Families, April 12, 2006

Resources for Evaluating Professional Development
The Winter 2005/2006 issue of The Evaluation Exchange focuses on evaluating professional development across a range of fields, including after school and youth development, education, child care, and child welfare. The articles in this issue feature innovative methods in professional development, conceptual frameworks and practical tools for evaluating professional development, links between professional development and program quality, and the role of organizational contexts in supporting professional development and positive outcomes. Included in the issue is a Questions & Answers feature with Thomas Guskey, who describes his five-level model for evaluating professional development.
Access to all articles is available at http://www.gse.harvard.edu/hfrp/eval/issue32/

HOW ARE STATES USING COMMUNITY-BASED CHILD CARE TO PROVIDE PRE-K? STATE-BY-STATE SUMMARIES

2006-08-29T14:42:00.000-05:00

Source: CLASP - March 16, 2006

In 2004, CLASP surveyed states with mixed-delivery pre-kindergarten programs to understand the policy choices, opportunities, and challenges of including community-based child care providers in their pre-k programs. A new Web page on their site offers detailed descriptions of each of the 28 states’ responses to the survey.

SCHOOLS, FAMILIES, AND SOCIAL AND EMOTIONAL LEARNING: IDEAS AND TOOLS FOR WORKING WITH PARENTS AND FAMILIES

2006-08-29T14:41:00.000-05:00

Source: [natural_resources2] Schools, Families, and Social and Emotional Learning: Ideas and Tools for Working with Parents and Families, April 19, 2006

Schools, Families, and Social and Emotional Learning: Ideas and Tools for Working with Parents and Families
The Collaborative for Academic, Social, and Emotional Learning, together with the Mid-Atlantic Regional Educational Laboratory for Student Success, has published a packet to encourage parent-teacher partnerships by disseminating research, best practices, handouts and suggestions to help parents support development.
Download these materials at http://www.casel.org/downloads/parentpacketLSS.pdf. Selected resources are available in Spanish at http://www.casel.org/downloads/parentresourcespanish.pdf

PROVEN BENEFITS OF EARLY CHILDHOOD INTERVENTION

2006-08-29T14:40:00.000-05:00

Source: [natural_resources2] Schools, Families, and Social and Emotional Learning: Ideas and Tools for Working with Parents and Families, April 26, 2006

Proven Benefits of Early Childhood Intervention
The RAND Corporation’s recently released research identifies the most effective practices and features of early intervention programs, based on a literature review and analysis. The study focused on diverse programs throughout the country that offered parent education and support, including home visits, center-based visits, or a combination. Key findings include:
Early childhood intervention programs have been shown to yield benefits in academic achievement, behavior, educational progression and attainment, delinquency and crime, and labor market success, among other domains.
Interventions with better-trained caregivers and smaller child-to-staff ratios appear to offer more favorable results.
Well-designed early childhood interventions have been found to generate a return to society ranging from $1.80 to $17.07 for each dollar spent on the program.
http://www.rand.org/pubs/monographs/MG34
http://www.rand.org/pubs/research_briefs/2005/RAND_RB9145.pdf

SPENDING SMARTER: A FUNDING GUIDE FOR POLICYMAKERS AND ADVOCATES TO PROMOTE SOCIAL AND EMOTIONAL HEALTH AND SCHOOL READINESS

2006-08-29T14:31:00.000-05:00

Source: Natural Resources- March 22, 2006

Child care providers, teachers, and home visitors all struggle with how to help young children facing risks to early school success related to social and emotional challenges. Spending Smarter , a publication of the National Center for Children in Poverty, is designed to help policymakers, agency officials, families, and other advocates maximize the impact of existing funding streams to support positive social and emotional development, early intervention, and treatment strategies that can improve school readiness.

Download full text of the document at http://www.nccp.org/media/ss05_text.pdf
Download a summary of the document at http://www.nccp.org/media/ss05_sum.pdf
Download an appendix to the document at http://www.nccp.org/media/ssf05-appA.pdf
Download a Spending Smarter checklist at http://www.nccp.org/media/ssf05-cklist.pdf

A PORTRAIT OF PRE-KINDERGARTEN

2006-08-29T14:29:00.000-05:00

FPG Child Development Institute, University of North Carolina at Chapel Hill
Source: NECTAS enotes-March 10, 2006

The Multi-State Study of Pre-kindergarten by the National Center for Early Development & Learning (NCEDL) offers a first glance at pre-K
children, teachers, and classroom quality in six states. This Snapshot overviews three recent articles co-authored by FPG scientists that
summarize findings of the study. These findings fill an information gap about pre-K and serve as an information base for states and education
agencies starting or expanding services for young children and their families.

RANDOMIZED TRIAL OF THE EARLY START PROGRAM OF HOME VISITATION: PARENT AND FAMILY OUTCOMES

2006-08-29T14:26:00.001-05:00

OBJECTIVE. To examine the extent to which the Early Start program of home visitation had beneficial consequences in the areas of maternal health, family functioning, family economic circumstances, and exposure to stress and adversity.

METHODS. The study used a randomized, controlled trial design in which 220 families receiving the Early Start program were contrasted with a control series of 223 families not receiving the program. Families were enrolled in the program after population screening conducted by community health nurses. Families were enrolled in the program for up to 36 months. Outcomes were assessed at 6, 12, 24, and 36 months after trial entry.

RESULTS. There was a consistent lack of association between maternal and family outcomes and group membership. There were no significant differences between the Early Start and control series in any comparisons.

CONCLUSIONS. This evaluation suggested that the Early Start program failed to lead to parent- and family-related benefits. This absence of benefit for parent/family outcomes is contrasted with the benefits found previously for child-related outcomes, including child health, preschool education, child abuse and neglect, parenting, and behavioral adjustment. This comparison suggests that home visitation programs may provide benefits for child-related outcomes in the absence of parent- or family-related outcomes.

PEDIATRICS Vol. 117 No. 3 March 2006, pp. 781-786

EARLY INTERVENTION IN LOW BIRTH WEIGHT PREMATURE INFANTS: RESULTS AT 18 YEARS OF AGE FOR THE INFANT HEALTH AND DEVELOPMENT PROGRAM

2006-08-29T14:26:00.000-05:00

OBJECTIVE. To assess whether improvements in cognitive and behavioral development seen in preschool educational programs persist, we compared those in a multisite randomized trial of such a program over the first 3 years of life (INT) to those with follow-up only (FUO) at 18 months of age.

METHODS. This was a prospective follow-up of the Infant Health and Development Program at 8 sites heterogeneous for sociodemographic characteristics. Originally 985 children were randomized to the INT (n = 377) or FUO (n = 608) groups within 2 birth weight strata: heavier low birth weight (HLBW; 2001–2499 g) and lighter low birth weight (LLBW; 2000 g). Primary outcome measures were the Peabody Picture Vocabulary Test (PPVT-III), reading and mathematics subscales of the Woodcock-Johnson Tests of Achievement, youth self-report on the Total Behavior Problem Index, and high-risk behaviors on the Youth Risk Behavior Surveillance System (YRBSS). Secondary outcomes included Weschler full-scale IQ, caregiver report on the Total Behavior Problem Index, and caregiver and youth self-reported physical health using the Medical Outcome Study measure. Assessors were masked as to study status.

RESULTS. We assessed 636 youths at 18 years (64.6% of the 985, 72% of whom had not died or refused at prior assessments). After adjusting for cohort attrition, differences favoring the INT group were seen on the Woodcock-Johnson Tests of Achievement in math (5.1 points), YRBSS (–0.7 points), and the PPVT-III (3.8 points) in the HLBW youth. In the LLBW youth, the Woodcock-Johnson Tests of Achievement in reading was higher in the FUO than INT group (4.2).

CONCLUSIONS. The findings in the higher low-birth-weight group provide support for preschool education to make long-term changes in a diverse group of children who are at developmental risk. The lack of observable benefit in the lower low-birth-weight group raises questions about the biological and educational factors that foster or inhibit sustained effects of early educational intervention.

PEDIATRICS Vol. 117 No. 3 March 2006, pp. 771-780

NEW REPORT EXAMINES WHAT TOP EARLY CHILDHOOD EDUCATION PROGRAMS DID RIGHT

2006-08-29T14:22:00.000-05:00

Source: Committee for Economic Development - Retrieved March 3, 2006
A new paper from the Committee for Economic Development (CED), The Benefits of High-Quality Early Childhood Education Programs: What Makes the Difference?, focuses on the factors associated with high-quality early education programs. The author examined three well-known, high-quality early education programs – the High/Scope Perry Preschool project, the Carolina Abcedarian Project, and Chicago’s Child-Parent Centers (CPC) – and looked at what exactly about these programs made them so successful, relying, in part, on interviews with the principal investigators of the programs.

Full Report - http://www.ced.org/docs/report/report_prek_galinsky.pdf
Summary - http://www.ced.org/docs/summary/summary_prek_galinsky.pdf
Press Release - http://www.ced.org/newsroom/press/press_prek_galinsky.pdf

WHAT WORKS BRIEFS

2006-08-29T14:21:00.000-05:00

From The Center on the Social and Emotional Foundations for Early Learning (CSEFEL), these briefs describe practical strategies, provide references to more information about practice, and include a one-page handout that highlights the major points of the Brief:
Logical Consequences
Helping Children Express Their Wants and Needs
Expressing Warmth and Affection to Children
Fostering Emotional Literacy in Young Children: Labeling Emotions

IDENTIFYING AND MONITORING OUTCOMES RELATED TO CHILDREN'S SOCIAL-EMOTIONAL DEVELOPMENT

2006-08-29T14:01:00.000-05:00

This fact sheet, produced by The Center for Evidence Based Practices (CEBP), discusses how to prevent and address problem behavior by teaching children social skills they can use in place of problem behavior.

PREVALENCE OF FOUR DEVELOPMENTAL DISABILITIES AMONG CHILDREN AGED 8 YEARS

2006-08-29T13:54:00.000-05:00

Metropolitan Atlanta Developmental
Disabilities Surveillance Program, 1996 and 2000
In the United States, developmental disabilities affect approximately 17% of children aged <18 years, resulting in substantial financial and social costs. This report provides data from 1996 and 2000 on the Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP),>which monitors the occurrence of mental retardation, cerebral palsy, hearing loss, vision impairment, and autism spectrum disorders among children aged 8 years in the five-county metropolitan Atlanta area (Clayton, Cobb, DeKalb, Fulton, and Gwinnett).

CHILD PASSENGER SAFETY PROGRAM

2006-08-29T13:50:00.000-05:00

Through education, training, enforcement, outreach and legislation, NHTSA seeks to ensure that all children ages 0-16 are properly restrained in the correct restraint system for their age and size every time they travel in a motor vehicle. While great progress has been achieved in recent years in preventing child occupant deaths and injuries, and increasing the correct use of child safety seats, booster seats and safety belts – thanks in no small measure to the tireless dedication of NHTSA and its many partners in the child passenger safety community – more work needs to be done to protect child occupants who remain at heightened risk.

ISSUE BRIEFS ON INFANT-TODDLER CARE

2006-08-29T13:48:00.000-05:00

At the June 2005 Birth to Three Preconference, a series of new At-A-Glance Issue Briefs from the National Infant Toddler Child Care Initiative were released. Included are:

To read these, as well as a statement on Federal Foster Care Financing by Matthew Melmed, Executive Director of ZERO TO THREE check the website.
http://www.zerotothree.org/policy/

TOPIC BRIEFS FROM OSERS

2006-08-29T13:46:00.000-05:00

Topic briefs from OSERS on IDEA 2004 can be found at their website:
http://www.ed.gov/print/policy/speced/guid/idea/idea2004.html

PATHWAYS TO PREVENTION: A COMPREHENSIVE GUIDE FOR SUPPORTING INFANT AND TODDLER MENTAL HEALTH

2006-08-29T13:43:00.000-05:00

This 45-page publication, designed for programs with different structures and leadership styles, integrates practical considerations for carrying out a comprehensive approach to infant-toddler mental health and for accessing community resources. This resource can be used to assess current program effectiveness, plan next steps, and evaluate outcomes.
http://www.headstartinfo.org/cgi-bin/pubcatstore.cfm?CatID=372&do=detail

BASIC FACTS ABOUT LOW-INCOME CHILDREN

2006-08-29T13:41:00.000-05:00

"This fact sheet series describes general demographic characteristics of children in low-income families-their number and proportion, where they live and how often they move, their age distribution, race, and ethnicity, and their parent's education, employment, martial status, and country of origin. It has been designed to provide comparable data for different age groups because young children are more likely to live in low-income families."

http://www.nccp.org/pub_bdf.html

WHAT IS EARLY LEARNING

2006-08-29T13:40:00.000-05:00

These free brochures provide research-based responses to common misconceptions about children’s learning in the early years. The brochures may be downloaded from the Born Learning web site http://www.bornlearning.org to help parents, caregivers and others encourage learning in the early years.

Resource in English: http://www.bornlearning.org/files/whatisearlylearning_.pdf

Resource in Spanish: http://www.bornlearning.org/default.aspx?id=19

GROWING IDEAS TIP SHEETS

2006-08-29T13:39:00.000-05:00

Growing Ideas Tip Sheets are designed to provide basic topical information on essential early childhood topics, while at the same time pointing the reader to some of the best sources of relevant extended information. Topics include: developmentally appropriate practice, inclusive early childhood education, universal design in early childhood education, assessment basics, social-emotional development, guidance for social skill development, behavior communicates and more. The tip sheets are in color, available for free, and can be accessed in PDF or text only formats from http://www.umaine.edu/cci/ec/growingideas/index.htm

The development of the tip sheets was made possible by a collaboration of The University of Maine Center for Community Inclusion and Disability Studies and Coastal Alliance for Children’s Care Education and Supporting Services (ACCESS).

A FRAMEWORK FOR SUPPORTING FIRST AND SECOND LANGUAGE DEVELOPMENT IN PRESCHOOL CHILDREN

2006-08-29T13:38:00.000-05:00

The Academy for Educational Development (AED) has recently released, "Making a Difference: A Framework for Supporting First and Second Language Development in Preschool Children of Migrant Farm Workers". Authors Robert A. Stechuk and M. Susan Burns were engaged to share the current research base, important findings and recommendations for teaching practices and program policies related to first and second language development in preschool children. Information is presented as responses to four key questions: 1) Can we facilitate children’s acquisition of English without the loss of Spanish (i.e., their first language)? 2) How can we understand the how and when of developmental processes related to first and second language acquisition? 3) Does it matter how adults use English and the children’s home language when they talk to children? 4) When we continue development of the first language and facilitate English, what does it look like day-to-day?

Download the document at http://www.aed.org/ToolsandPublications/upload/Making_a_Difference.pdf

RESEARCH AND TRAINING CENTER WEBSITE

2006-08-29T13:37:00.000-05:00

The Research and Training Center on Early Childhood Development web site http://www.researchtopractice.info/ offers a bounty of useful, high-quality, visually appealing AND evidence-based resources for parents, therapists, early childhood educators, early interventionists and researchers. You can download “bridges” (practice-centered research syntheses of topics related to early childhood development), “bottomlines” (1-2 page summaries of practical applications of research in everyday settings) and “solutions tool kits” (user friendly products that focus on specific early childhood practices).

Don’t miss the resources called “If It Fits.” These idea-packed resources for evidence-based fun are terrific.

HELPING YOUR CHILD LEARN TO READ (IN SPANISH)

2006-08-29T13:34:00.000-05:00

The Partnership for Reading is pleased to announce the Spanish translation of the popular "Put Reading First: Helping Your Child Learn to Read: A Parent Guide." La lectura es lo primero: Como ayudar a su hijo a aprender a leer). This brochure provides a quick overview of the findings of the National Reading Panel for parents and gives ideas for what to expect from a school's reading program based on evidence from the research (preschool through grade 3). The brochure also suggests ways parents can reinforce reading instruction at home with everyday activities and interactions. The partnership is a collaborative effort of the National Institute for Literacy and its federal partners, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services. Download this document at http://www.nifl.gov/partnershipforreading/publications/pdf/PRF_espan_.pdf

The English language version may be downloaded at: http://www.nifl.gov/partnershipforreading/publications/Parent_br.pdf

GROWING IDEAS TIP SHEETS

2006-08-29T13:33:00.000-05:00

InfantSEE

2006-08-29T13:32:00.000-05:00

A no-cost public health program developed to provide professional eye care for infants nationwide, was launched today by the American Optometric Association (AOA), in partnership with The Vision Care Institute of Johnson & Johnson Vision Care, Inc. Under this program, supported by former President Jimmy Carter, who serves as honorary national chair and spokesman, participating optometrists will provide a one-time, comprehensive eye assessment to infants in their first year of life, offering early detection of potential eye and vision problems at no cost regardless of income. To learn more about InfantSEE", call toll-free (888) 396-EYES (3937) or visit http://www.infantsee.org/

PHYSICAL DEVELOPMENT OF VERY YOUNG CHILDREN

2006-08-29T13:30:00.000-05:00

Looking for a great brochure on the physical development of very young children? Assure the Best of Your Baby’s Physical Development is available to download in English, Spanish, French and Hebrew at http://www.pathwaysawareness.org/download_brochure.php. Helpful line drawings illustrate both the expected motor milestones and warning signs to watch for.

The brochure is made available by the Pathways Awareness Foundation. A growth and development chart, month-by-month motor milestones, videos and other excellent resources for families and professionals are also available at the Foundation web site http://www.pathwaysawareness.org/download_brochure.php. Scroll down or use the left navigation bar to link to additional resources.

PRE-KINDERGARTEN EXPULSION RATES

2006-08-29T13:28:00.000-05:00

Pre-Kindergarten children are expelled at a rate more than three times that of children in grades K-12, according to a primary study by researchers at Yale University. The full report can be found at this website:

Foundation for Child Development
http://www.fcd-us.org

PRESCHOOL ASSESSMENT DATABASE

2006-08-29T13:19:00.000-05:00

Preschool Assessment Database
Search for popular assessments by characteristic, create custom groupings to fit specific requirements, and view detailed information about individual assessments in this new online resource. The Assessment Database has been developed to assist policy makers, early childhood education professionals and program administrators in learning more about assessments used with pre-K children. The database does not critique assessment instruments as to their relative desirability. Instead, it serves as a reference resource both for information about the assessments and for identifying the kinds of information that can be gathered when they are applied. Standardized tests as well as other assessment methods are included.

Available at http://nieer.org/assessment