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eNotes
A News Service from the Early Childhood Technical Assistance Center
Current and past issues of eNotes can be viewed and searched online at http://www.ectacenter.org/enotes/enotes.asp
ECTA
Center
eNotes
A recent study looked at the extent to which child welfare and intervention agencies identify and help prevent developmental delays in high-risk young children entering foster care. For a summary of the findings go to http://cbexpress.acf.hhs.gov/index.cfm?event=website.viewSection&issueID=84§ionID=3
The entire article, entitled "Developmental Services for Young Children in Foster Care: Assessment and Service Delivery," by Aubyn Stahmer, Laurel Leslie, John Landsverk, Jinjin Zhang, and Jennifer Rolls, was published in the Journal of Social Service Research, 33(2), 27-36. It is available for purchase online at http://haworthpress.com/store/ArticleAbstract.asp?ID=99133
The Condition of Education is a congressionally mandated report that provides an annual statistical portrait of education in the United States. There are 48 indicators in the report, which cover all aspects of education. The following two indicators are of special interest to the early childhood and special education field:
This new report from the Center for Law and Social Policy (CLASP) examines the challenges immigrant families face in accessing high-quality child care and early education. It presents strategies that are being used to break down those barriers and provides a set of recommendations for federal, state, and local policymakers, advocates, private foundations, and researchers. It is available online at http://www.clasp.org/publications/challenges_change.htm
New research findings demonstrate that participation in the Parents as Teachers program closes the achievement gap between poverty and non-poverty children entering kindergarten, and these positive effects are sustained through third grade. A complete summary of these findings, written by Dr. Edward Zigler and Judy Pfannenstiel, can be downloaded at http://www.parentsasteachers.org/atf/cf/{00812ECA-A71B-4C2C-8FF3-8F16A5742EEA}/Executive Summary of Kind. Rea_singlepgs.pdf
A recent report from the Education Sector argues that while the first three years of life are undeniably important to a child's development, they are not the only years that matter. The author points out that high quality intervention programs for at-risk preschoolers and older children also demonstrate strong evidence of positive long-term impacts. Believing that the opportunity to intervene in meaningful ways ends when a child turns three can lead to negative consequences for parents and public policy. To see the full report go to http://www.educationsector.org/usr_doc/Million_Dollar_Babies.pdf.