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From birth, children are curious. You can build on that natural curiosity by developing their interest in science, technology, engineering and math (STEM). Use daily routines to build on skills and concepts in math and science. By talking, reading, singing, playing, signing or using other ways to communicate – whatever works best for your preschoolers – you can help develop their STEM skills through play and exploration.

The purpose of this guidance brief is to:

  • Provide guiding principles for early educators (including those in home settings), early learning programs, schools, and families on the use of technology by young children to support them in making informed choices for all children.
  • Inform the public, families, and early educators on the evidence base used to support these guiding principles.
  • Issue a call to action to researchers, technology developers, and state and local leaders to ensure technology is advanced in ways that promote young children’s healthy development and learning.

While this brief addresses early learners from birth to 8 years of age, the Departments acknowledge that this is a large age span in the development of a child and what is appropriate for an 8-year-old is likely not appropriate for a toddler or infant. This brief focuses mainly on age-appropriate guidance for children ages 2-8. A special call out box titled, "What Is Developmentally Appropriate Technology Use for Children age 0-2?," on page 11 discusses technology use with children under the age of 2.

This joint letter between HHS and ED discusses how the policy statement on family engagement indicates the increasing families' involvement in children;'s learning and development can positively affect lifelong health, developmental, and academic outcomes.

This document summarizes the Federal policy recommendations released in December 2014, and profiles innovative policies and workforce supports adopted by States and local leaders around the country who are leading the way by proactively addressing expulsion and suspension in early childhood settings. Though no State or community highlighted here considers their work finished, they are taking important steps forward to address the issue and have a series of planned next steps they intend to pursue. Their innovative ideas and valuable lessons learned can support and guide localities similarly alarmed by- and committed to addressing- this issue.

This document is a Early Care and Education Provider’s Guide for Developmental and Behavioral Screening

This joint letter between HHS and DOT discusses their efforts to raise public awareness on the issue of child safety. The campaign is called "Where’s baby? Look before you lock." Safety tips for families and other caregivers, media outreach materials, posters, and other campaign materials are available at www.SaferCar.gov/heatstroke.

 

The purpose of this document is to provide consultants with an understanding of how relationships contribute and support development and learning in infants and toddlers. The document includes information on: the role of positive relationships, theories of psychosocial development, an overview of attachment relationships and key relationships that support development