The COVID-19 pandemic has transformed the experiences of young children and their caregivers over the past year. SRI Education and the National Center on Children in Poverty partnered with the Arkansas Division of Child Care and Early Childhood Education (DCCECE) to examine early care and education programs throughout the COVID-19 pandemic. This brief, which represents the second of two reports, shares […]
Author: Maribel R. Granja
After more than a year of the COVID-19 pandemic, many young children have experienced disruptions to their daily routines, missed seeing family and friends, mourned the death of loved ones, or felt the strain and uncertainty of economic difficulties. These disruptions and trauma can have lasting effects to children’s social and emotional development and contribute […]
This report presents information from surveys and focus groups with Arkansas childcare providers examining how the pandemic has shaped their practices and children’s experiences in early care and education programs. Key findings include: Generally high compliance with Covid-19 related safety restrictions An increase in teacher practices that limit child choice A relationship between teacher practices […]
This report examines features of states’ Part C Early Intervention programs that help them identify and serve infants and toddlers with social-emotional delays and mental health conditions. A 50-state survey conducted by the National Center for Children in Poverty and Georgetown University Center for Children and Families asked state Part C Coordinators about their programs’ […]
Nine percent of young U.S. children live in deep poverty, with state rates ranging from 17 percent in Mississippi to 4 percent in Utah. The families of these children have incomes below 50 percent of the federal poverty line, or less than $10,289 for a family of one parent and two children. These figures, based […]
Michigan policymakers have a long history of leadership in addressing the social-emotional needs of the state’s infants and young children so that they can learn and thrive in their homes and in early care and education programs. The state’s investments in healthy social-emotional development of very young children include home visiting services by infant mental […]
Learn about our Improving the Odds for Young Children project. Family engagement is now recognized by early childhood educators as a critical component of early care and education (ECE) programs. This recognition stems from a body of research showing the important role of family engagement in children’s early learning and development. While classroom quality assessments […]
Learn about our Supporting Young Children’s Mental Health project. This report presents the efforts of leaders in Virginia to learn more about teachers’ experience with children who demonstrate challenging behavior in center-based and home-based ECE settings. These leaders partnered with the National Center for Children in Poverty (NCCP) to design and implement a survey of […]
Learn about our Supporting Young Children’s Mental Health project. There is now substantial evidence that young children’s mental health plays a critical role in their early learning and school readiness, long-term school success and self-sufficiency, and future health and mental health outcomes. Fortunately, many states are working to strengthen supports for infants’ and young children’s […]
Learn about our Supporting Young Children’s Mental Health project. This report presents findings from a survey of Maine’s early care and education (ECE) teachers and providers about their experiences related to young children with challenging behavior. These experiences included young children displaying different types of challenging behavior, children leaving the program due to challenging behavior, […]