A new report outlines ways to strengthen publicly-funded family child care provider programs.
High quality child care? A NYC report highlights the role and potential for publicly funded universal preschool programs.
According to the Early Childhood Environment Rating Scale, about 94 percent of New York City’s prekindergarten programs “met or exceeded a threshold that predicts positive student outcomes after pre-K.”
When it comes to helping infants learn to talk, it’s not just how much parents say, but how they say it. A new study from the University of Washington’s Institute for Learning & Brain Sciences (I-LABS) shows that parents who learn how and why to speak parentese can have a direct impact on their children’s vocabulary.
The report, “Transforming the Early Childhood Workforce: A Call to Action for the State of Illinois,” outlines several guiding principles for transforming the state’s childhood workforce.
Which states met the 15 elements that are essential for high-quality pre-k to be implemented at scale? A Rutgers University report explores.
As the discussion of the role for state governments and policymakers in early childhood education — and for an early learning teachers — continues, the State of Illinois released a new report: “A Call to Action for the State of Illinois.”
Learning gaps among children can appear even in early education. How can parents and teachers work to enhance academic success? An Education Commission of the States (ECS) report offers guidance.
Are words required to create a conversation with a child? Not even close. And it’s not just baby talk.