Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention…

Self-injurious behavior is prevalent in early childhood and it affects almost 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce…

This document seeks to provide a broad overview of the contemporary trends and existing research related to young children experiencing homelessness in the United States. Conducted by Johns Hopkins University's Center for Research and Reform in Education in conjunction with the Johns Hopkins IDEALS Institute, this research was conducted for…

Children are at high risk of exposure to potentially traumatic events (PTEs) during early childhood. This developmental period, marked by rapid growth in fundamental skills, may render children particularly vulnerable to adverse developmental effects. Embedding universal trauma-informed supports within early childhood education (ECE) settings has…

The aim of this study was to test a training and technical assistance program in early care and education (ECE) center-based programs focused on obesity prevention -- Healthy Way to Grow (HWTG). After completing a self-assessment, ECE programs develop actionable policies to improve the wellness environment. Then, they receive individualized…

The U.S. Department of Education (Department) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students' engagement and sense of well-being. The Office of…

Young children of color experience daily messages, explicit or implicit, that they are not as good as White children. These encounters act as barriers to African American children's positive racial identity development. This paper presents findings from a feasibility study of a program to infuse a community with positive messages about African…

The persistence of challenging behaviors for some children highlights a need and an opportunity to explore several key principles of behavioral intervention that are necessary for effective decision- making when more personalized interventions must be layered on top of high-quality universal supports. In the absence of expert support,…

In 2014, the Administration for Children and Families (ACF) granted funds to establish Early Head Start-Child Care Partnerships (EHS-CCPs) to expand access to high-quality child care. Through these partnerships, EHS grantees partnered with center-based and family child care providers to implement EHS Program Performance Standards and provide…

The Early Head Start-Child Care Partnerships (EHS-CCP) were developed to expand access to quality early childhood care and education programs for infant, toddlers, and their families. The EHS-CCP model includes partnering with child care centers and family child care homes to offer Early Head Start (EHS) "slots" for infants and toddlers…

The K to 12 Education provided an opportunity for the advancement of gifted education in the Philippines, especially in public schools. This paper identifies different existing programs for gifted education in the country and discusses the issues and challenges experienced by teachers and administrators in implementing the curriculum for the…

Until recently, Indiana was one of only a few states in the nation without a state-funded pre-K program. Recently, however, The Hoosier State has slowly begun to build pre-K offerings by investing in pilot programs in a handful of counties throughout the state. Now, Indiana lawmakers are looking ahead to a 2017 legislative session in which…

A model for designing and implementing evidence-­based in­-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-­embedded…

This evidence-based practice overview on Cognitive Behavioral Intervention includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "CBI Evidence-base" details…

"Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective…