Children begin discovering the world around them from the moment they are born. When you talk, read and sing with your child, you’re helping her learn. It can be as simple as counting your baby’s toes during bath time, asking your toddler a question about the sky, or encouraging preschool-age children to build with blocks!
The purpose of this policy statement is to support early childhood programs and States by providing recommendations that promote the development and learning of young children, birth to age five, who are dual language learners (DLLs).2 The statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs.
The purpose of this guidance document is to support families, early childhood programs, and States by providing recommendations from the U.S. Departments of Health and Human Services (HHS) and Education (ED) for preventing and severely limiting expulsion and suspension practices in early childhood settings. Recent data indicate that expulsions and suspensions occur at high rates in preschool settings. This is particularly troubling given that research suggests that school expulsion and suspension practices are associated with negative educational and life outcomes. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled much more frequently than other children. These disturbing trends warrant immediate attention from the early childhood and education fields to prevent, severely limit, and work toward eventually eliminating the expulsion and suspension – and ensure the safety and well-being – of young children in early learning settings.
The purpose of this policy statement is to set a vision and provide recommendations to States, local educational agencies (LEAs), schools, and public and private early childhood programs, from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments), for increasing the inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs.
This report explores how career pathways can offer an effective approach to address some of these challenges and support the current and evolving landscape of the ECE sector and its most disadvantaged professionals. Comprehensive and flexible education and training programs can make it easier for individuals to acquire industry-recognized credentials and higher education degrees to advance on a career trajectory. Effective career pathways approaches can also better serve workers that may experience significant barriers to education and employment advancement (i.e., low-skilled adults, and adults with limited English proficiency).
This report is intended to help states refine their capacity to use existing administrative data1 from early childhood (EC) programs to improve services for young children and families. Linking data collected across early childhood programs can help program leaders and policymakers better understand the needs of the children and families these programs serve as well as support continuous program improvement, innovation, and research. Integrated early childhood data can help to answer important questions related to program access, participation, quality, and their association with child outcomes. These answers can, in turn, inform how federal and state funds support young children’s early learning, health, and development across a range of programs and services; impact resource allocation decisions; allow for examination of patterns in service use; identify areas for quality improvement and innovation; and improve the coordination of service delivery across systems at both the state and local levels.
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.