The Roots of STEM Success: Changing Early Learning Experiences to Build Lifelong Thinking Skills

A new report released by The Center for Childhood Creativity at the Bay Area Discovery Museum reviewed more than 150 studies and found that young children are capable of developing complex thinking skills before they are able to speak. The report is organized by six research-backed findings, one of which is that children need more play to become strong STEM thinkers. Practical tips in each section make this a useful resource for families and professionals.

2017 Miami-Dade Quality Counts Workforce Study

This Quality Counts workforce update is based on employment and education data of ECE practitioners as of May 2017 for programs participating in the full Professional Development (PD) Services offered through the Quality Counts Career Center (QCCC) encompassing career advising, wage supplements, and educational scholarships.

Transforming the Early Education Workforce: A Multimedia Guidebook

In 2015, the national Transforming the Workforce for Children from Birth through Age 8: A Unifying Foundation report laid out principles for effective preparation, ongoing professional learning and practice for the early education field. New America published Transforming the Early Education Workforce: A Multimedia Guidebook, an interactive resource designed to make key takeaways from that 2015 report more digestible and actionable.

Early Childhood Expulsions and Suspensions Undermine Our Nation’s Most Promising Agent of Opportunity and Social Justice

This brief presents the latest information regarding early childhood expulsions and suspensions, with a focus on gender and race disparities. Looks at how these disparities violate the civil rights of many young children of color in the U.S. and contribute to the nation’s costly achievement gap.

Preschool Inclusion: Key Findings from Research and Implications for Policy

This report highlights research on preschool inclusion in three areas: effects of inclusive preschool on children’s early learning and development, the quality of inclusive preschool programs, and how to improve the quality of inclusive preschool. The report also presents recommendations for policies that are supported by research including policies related to the funding of early care and education programs, states’ professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement.

Parenting Matters: Supporting Parents of Children Ages 0-8

Parenting Matters: Supporting Parents of Children Ages 0-8 (2016), a report from the National Academies of Sciences, Engineering, and Medicine, reviews research on parenting practices and identifi es effective practices. The report also recommends ways agencies and others can support interventions that help more parents learn about effective parenting practices.

Developmental Foundations of School Readiness for Infants and Toddlers: A Research to Practice Report

This report summarizes research about development during the first 3 years of life. It highlights research in domains that are foundational for later school readiness and success, including:

  • perceptual, motor, and physical development
  • social and emotional development
  • approaches to learning
  • language and communication
  • cognition

Programs can use this information as a guide to inform their practices and policies and to help them think about their theories of change and what outcomes they are focused on improving for young children.

The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation

A literature Review and Gap-Analysis (2000-2015)

Led by the National Endowment for the Arts (NEA), several United States federal agencies have come together with a mutual interest in identifying and filling knowledge gaps in how the arts affect individual health and well-being across the lifespan.

Evaluation of Miami-Dade County’s Quality Counts Initiative

Final Report: 2008-2012

The Children’s Trust contracted with researchers from the Frank Porter Graham Child Development Institute (FPG) at the University of North Carolina at Chapel Hill to conduct an evaluation of the implementation of Quality Counts. This final report summarizes findings and conclusions of the evaluation, which included surveys and focus groups completed in Years 1 and 2; stakeholder interviews conducted in Years 1 and 4; and analyses of Web-based Early Learning System (WELS) data in relation to QC supports accessed by programs and practitioners and changes in program quality and child outcomes.