Best Practices and Model Programs: Early Childhood
Sample Forms and Materials: Preschool/Young Children
Access to Pre-K Education Under the McKinney-Vento Homeless Assistance Act
This February 2010 report from the Education Law Center explains the preschool-related provisions of the McKinney-Vento Act and suggests best practices and policy changes for improving the access of young homeless children to public preschools in the United States.Center for Law and Social Policy: Child Care and Early Education
The Center for Law and Social Policy's (CLASP) child care and early education work focuses on promoting policies that support both child development and the needs of low-income working parents and on expanding the availability of resources for child care and early education initiatives.Children at Risk in the Child Welfare System: Collaborations to Promote School Readiness
This report from the Cutler Institute for Health and Social Policy examines current practice across systems in order to determine the degree to which the educational needs of children younger than five in the child welfare system are being addressed through collaborations between child welfare agencies, early intervention/preschool special education programs under IDEA, and quality early care and education programs. The report also identifies best practices and policy recommendations for how the multiple agencies which provide these services can coordinate their efforts better.Examination of Residential Instability and Homelessness Among Young Children
Analyzing data from the Fragile Families and Child Wellbeing Study, a nationally representative sample of approximately 5,000 births between 1998 and 2000 in 20 large United States cities, this report from the Institute for Children, Poverty, and Homelessness examines young children’s experiences with homelessness and its effects on their development and well-being.Evaluation Exchange: Early Childhood Programs and Evaluation
Evaluation Exchange, the evaluation periodical of the Harvard Family Research Project, addresses current issues facing program evaluators of all levels, with articles written by the most prominent evaluators in the field. This issue focuses on early childhood programs. Contributing authors offer a range of views on how best to communicate the importance of investing in a child's early years and how to improve early childhood programs and policies.Head Start Impact Study and Follow-up, 2000–2012
This Congressionally-mandated study, conducted by the U.S. Department of Health and Human Services, quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as on parenting practices.Helping Young Children Grown and Learn: A Guide for Families and Shelter Providers
This booklet from Project HOPE will help parents and shelter providers support children's early learning. Goals of the booklet include helping those working with young children to use everyday activities to encourage learning and growth, notice any concerns in a child's development, and locate resources for more information about early development.Homelessness and Young Children: Early Childhood Care and Education (mini-bibliography)
This annotated minibibliography from the National Early Childhood Technical Assistance Center (NECTAC) provides a selection of resources that address the needs and educational rights of young children experiencing homelessness, as well as strategies for working with homeless children and their families in early childhood care and education programs.Missed Opportunities?: The Possibilities and Challenges of Funding High-Quality Preschool through Title I of the No Child Left Behind Act
This paper, published by the Center for Law and Social Policy (CLASP) provides general background on the legislation behind Title I, an overview of the available data on the use of Title I funds for preschool, and examples of how some states and local communities have used Title I funds for these programs. It also examines the U.S. Department of Education’s statutes, regulations, and guidance on the use of Title I funds for preschool and raises some unanswered questions.Set for Success: Building a Strong Foundation for School Readiness Based on the Social-Emotional Development of Young Children
Set for Success: Building a Strong Foundation for School Readiness Based on the Social-Emotional Development of Young Children compiles seven papers that present the latest scientific findings on the importance of social and emotional school readiness. The papers, published by the Ewing Marion Kauffman Foundation, also provide compelling evidence of programs that help to prepare young children for early school success.State Early Childhood Policies: Improving the Odds for Young Children
These state profiles from the National Center for Children in Poverty provide a unique picture of the policy choices states make to promote healthy development and school readiness. It reviews policies that promote healthy development, high-quality early care and education, and effective parenting for young children.Strengthening At Risk and Homeless Young Mothers and Children
Funded by the Conrad N. Hilton Foundation, Strengthening At Risk and Homeless Young Mothers and Children is under the guidance of a Coordinating Center consisting of The National Center on Family Homelessness (NCFH), the National Alliance to End Homelessness (NAEH) and ZERO TO THREE: National Center for Infants, Toddlers, and Families (ZTT). The Initiative seeks to improve the housing, health, and development of homeless and at-risk mothers and children, and provides valuable resources to assist other groups addressing similar issues on its website.Using the Best That We Know: Supporting Young Children Experiencing Homelessness
This document, developed by Project HOPE, explores the effects of homelessness on preschool-aged children and discusses best practices in early intervention for young children experiencing homelessness.
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The National Center for Homeless Education (NCHE) is associated with The SERVE Center at the University of North Carolina at Greensboro.
The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education, the University of North Carolina at Greensboro, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This website was produced with funding from the U.S. Department of Education, on contract no. ED-01-CO-0092/0001.