Our work is supported by research that clearly demonstrates that the lowest - income and most at - risk children benefit the most
from high quality early care and education.
Not exact matches
NECPA's mission is to create broad public understanding of the benefits of
high quality early childhood
care and education and a raised awareness of the «professional expertise» required to deliver that
high quality care and an appreciation of the advantages that children receive
from accredited centers and schools.
Home visiting has been demonstrated to be an effective method of supporting families, particularly as part of a comprehensive and coordinated system of
high -
quality, affordable
early care and education, health and mental health, and family support services for families of children
from the prenatal through the pre-kindergarten stages.
The tradition of providing innovative,
high quality care for newborns continues today,
from world - leading research focused on
early response and prevention to the most advanced simulation training.
High - quality early care and education (ECE) is critical to positive child development and has the potential to generate economic returns, but the current financing structure of ECE leaves many children without access to high - quality services and does little to strengthen the ECE workforce, says a new report from the National Academies of Sciences, Engineering, and Medic
High -
quality early care and education (ECE) is critical to positive child development and has the potential to generate economic returns, but the current financing structure of ECE leaves many children without access to
high - quality services and does little to strengthen the ECE workforce, says a new report from the National Academies of Sciences, Engineering, and Medic
high -
quality services and does little to strengthen the ECE workforce, says a new report
from the National Academies of Sciences, Engineering, and Medicine.
Also important is universal access to
high -
quality, affordable, integrated
early childhood education and
care, especially in the year before full - time school and for developmentally vulnerable children and children
from disadvantaged backgrounds.
Using information
from the longitudinal Study of
Early Care and Youth Development, which was carried out under the auspices of the Eunice Kennedy Shriver National Institute of Child Health and Human Development, they discovered that children who spent more time in high - quality (that is, above - average) child care in the first five years of their lives had better reading and math sco
Care and Youth Development, which was carried out under the auspices of the Eunice Kennedy Shriver National Institute of Child Health and Human Development, they discovered that children who spent more time in
high -
quality (that is, above - average) child
care in the first five years of their lives had better reading and math sco
care in the first five years of their lives had better reading and math scores.
The key points
from each strand are highlighted as follows:
Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
Early Identification and support •
Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
Early identification of need: health and development review at 2/2.5 years • Support in
early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years
from health professionals: greater capacity
from health visiting services • Accessible and
high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years provision: DfE and DfH joint policy statement on the
early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and
care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of
early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal
The Saul Zaentz
Early Education Initiative kicked off its professional learning efforts this week bringing together state - level leaders from across the United States and its territories to discuss how to develop higher quality early care sett
Early Education Initiative kicked off its professional learning efforts this week bringing together state - level leaders
from across the United States and its territories to discuss how to develop
higher quality early care sett
early care settings.
These standards
from the Illinois State Board of Education (ISBE) reflect current knowledge, research and shared beliefs about
high -
quality early childhood
care and education.
We know you
care deeply about ensuring all children have access to
high quality early learning programs
from birth to third grade and beyond.
Research for Action (RFA) studied how six
early education providers of different shapes, sizes, and community contexts
from across the Commonwealth financed
high -
quality child
care.
High -
quality early care and education programs result
from an intentional alignment and coordination of multiple systems / components:
early learning standards, program standards, comprehensive assessment systems, data systems, family and community partnerships, health promotion, and workforce development.
High -
quality early care and education comes
from intentional alignment and coordination of multiple systems based on research and knowledge of what works.
Helping young parents graduate
from high school, and making sure that their children participate in
quality early care programs, are essential to preventing future homelessness and promoting long - term economic independence.
However, as a consequence of young mothers being required to work, infants may be placed in child
care at a very
early age, and mothers often require a patchwork of solutions, some of which may be substandard.40
Quality child care and early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial s
Quality child
care and
early childhood education are extremely important for the promotion of cognitive and socioemotional development of infants and toddlers.41 Yet, child
care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant
care can cost as much as college.42 Many working families benefit
from the dependent
care tax credit for the cost of child
care, allowing those families to place their children in a certified or
higher -
quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible for financial s
quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit
from high -
quality early childhood education are not eligible for financial s
quality early childhood education are not eligible for financial support.
The commitment to provide child
care at no cost for children who are 2.5 - 4 years and at an affordable fee for infants and toddlers will provide much - needed financial relief for families while the establishment of a transparent wage scale for
early childhood educators and child
care staff will ensure that children benefit
from high -
quality programs delivered by well - educated and well - compensated ECEs.
In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are
high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's developmen
high quality.10 In addition, the impact is greatest for children
from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and
high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's developmen
high barriers to accessing affordable,
high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's developmen
high -
quality child
care.13
High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's developmen
High -
quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14
From a public policy standpoint, improved access to consistent and affordable
high -
quality early care and education accomplishes two important objectives: In addition to promoting healthy child development, these programs enable parents to continue working or to re-enter the workforce.
Only 10 percent of
early childhood providers across the United States are considered
high quality, 2 and children
from low - income families and minority families are more likely to be in lower -
quality care.3 QRIS offer a framework to:
Moderate - income families are typically ineligible for these publicly funded programs, but at the same time, such families struggle to afford the
high cost of
care in the private sector.19 This leaves parents facing a series of difficult choices, including prioritizing child
care expenses over other household necessities; settling for low -
quality child
care that fits their budget; patching together multiple informal
care options; or leaving the workforce altogether.20 To ensure that all children can realize the gains that come
from attending
high -
quality early childhood programs, policy solutions need to focus on improving program supports and creating funding strategies that will increase access to
high -
quality programs for children
from all backgrounds.
As research across neuroscience, developmental psychology, and economics demonstrates,
early social - emotional, physical, and cognitive skills beget later skill acquisition, setting the groundwork for success in school and the workplace.15 However, an analysis of nationally representative data shows that 65 percent of child
care centers do not serve children age 1 or younger and that 44 percent do not serve children under age 3 at all.16 Consequently, child
care centers only have the capacity to serve 10 percent of all children under age 1 and 25 percent of all children under age 3.17
High - quality child care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmen
High -
quality child
care during this critical period can support children's physical, cognitive, and social - emotional development.18 Attending a
high - quality early childhood program such as preschool or Head Start is particularly important for children in poverty or from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and developmen
high -
quality early childhood program such as preschool or Head Start is particularly important for children in poverty or
from other disadvantaged backgrounds and can help reduce the large income - based disparities in achievement and development.19
Aligning
early childhood programs to create a seamless trajectory of
high -
quality, well - funded child
care, Head Start, and preschool programs for children
from birth to age 5 should be a federal and state policy goal.
Public funding for child
care, Head Start, and pre-K helps some low - income families enroll in
high -
quality early learning programs, but many children
from low - and moderate - income income families are left out due to limited public funding.
High -
quality early care and education comes
from intentional alignment and coordination of multiple systems based on research and knowledge of what works.
«The
earlier a pregnant woman can get access to
high -
quality prenatal
care, the better chance she has to have a healthy, well - developed baby,» said Elizabeth Burke Bryant
from Rhode Island Kids Count.
NECPA's mission is to create broad public understanding of the benefits of
high quality early childhood
care and education and a raised awareness of the «professional expertise» required to deliver that
high quality care and an appreciation of the advantages that children receive
from accredited centers and schools.
With nearly 80,000 members
from more than 300 Affiliates and more than 120 countries, including teachers, administrators, parents, educators, and policy members, NAEYC is committed to bringing
high -
quality early care and education to all young children.
Home visiting has been demonstrated to be an effective method of supporting families, particularly as part of a comprehensive and coordinated system of
high -
quality, affordable
early care and education, health and mental health, and family support services for families of children
from the prenatal through the pre-kindergarten stages.
New Jersey The Schumann Fund for New Jersey
Early Childhood Development: We support efforts to heighten the chances of academic and social success for young children, especially the urban poor, by supporting programs and policies that provide high quality early childhood education and care to children from birth to eight years
Early Childhood Development: We support efforts to heighten the chances of academic and social success for young children, especially the urban poor, by supporting programs and policies that provide
high quality early childhood education and care to children from birth to eight years
early childhood education and
care to children
from birth to eight years old.
Competitive grants will support communities that expand the availability of
Early Head Start and child
care providers that can meet the
highest standards of
quality for infants and toddlers, serving children
from birth through age 3.
• The President will also launch a new
Early Head Start - Child
Care Partnership program, to support states and communities that expand the availability of Early Head Start and child care providers that can meet the highest standards of quality for infants and toddlers, serving children from birth through ag
Care Partnership program, to support states and communities that expand the availability of
Early Head Start and child
care providers that can meet the highest standards of quality for infants and toddlers, serving children from birth through ag
care providers that can meet the
highest standards of
quality for infants and toddlers, serving children
from birth through age 3.
High quality early education scholarships for at - risk children: Elevate Maine will provide early education scholarships to at - risk children from low - income families so they can attend high quality early care and education progr
High quality early education scholarships for at - risk children: Elevate Maine will provide
early education scholarships to at - risk children
from low - income families so they can attend
high quality early care and education progr
high quality early care and education programs.
When child
care is of very
high quality (as is the case with model
early childhood programs), the positive effects can endure into the
early adult years, particularly for children
from the poorest home environments.
Over the past decade,
early childhood education has expanded
from a primary focus on pre-kindergarten toward increased alignment of
high -
quality resources and practices across child
care, preschool and K - 12 systems.
Drawing on resources
from both grants, the
Quality Early Learning Initiative (QELI) Consortium was created, bringing together public and private center - based program leaders, family child care providers, higher education faculty, parents and other early learning stakehol
Early Learning Initiative (QELI) Consortium was created, bringing together public and private center - based program leaders, family child
care providers,
higher education faculty, parents and other
early learning stakehol
early learning stakeholders.
Marshall's reports on
early care and education in Massachusetts, including «Preparing the Early Care and Education Workforce: The Capacity of Massachusetts» Institutions of Higher Education,» «The Cost and Quality of Full - Day Year - Round Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for W
early care and education in Massachusetts, including «Preparing the Early Care and Education Workforce: The Capacity of Massachusetts» Institutions of Higher Education,» «The Cost and Quality of Full - Day Year - Round Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for Wo
care and education in Massachusetts, including «Preparing the
Early Care and Education Workforce: The Capacity of Massachusetts» Institutions of Higher Education,» «The Cost and Quality of Full - Day Year - Round Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for W
Early Care and Education Workforce: The Capacity of Massachusetts» Institutions of Higher Education,» «The Cost and Quality of Full - Day Year - Round Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for Wo
Care and Education Workforce: The Capacity of Massachusetts» Institutions of
Higher Education,» «The Cost and
Quality of Full - Day Year - Round
Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for W
Early Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost / Quality reports, are available from the Wellesley Centers for Wo
Care and Education in Massachusetts: Infant and Toddler Classrooms,» and other Cost /
Quality reports, are available
from the Wellesley Centers for Women.
The EHS - CCP program blends funding
from two federal sources,
Early Head Start and the Child
Care Development Fund, to support higher quality care in private setti
Care Development Fund, to support
higher quality care in private setti
care in private settings.
Although California's context may differ, policymakers and advocates committed to providing every child with a
high -
quality early care and education (ECE) program could learn a lot
from New Jersey's example.
Regardless of whether infants and young children are in
care of
high or low
quality, or have begun
care from an
early age, have experienced many or few transitions in
care arrangements, or are out of the home for extended hours, the security of infant - mother attachment is primarily guided by the sensitivity of maternal
care.
Therefore, the case for intervening
early and effectively is compelling; some studies have demonstrated that
high - risk children and families benefit the most
from high -
quality intervention, delivered through either home or center - based
care [10, 11].