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 joint statement from the U.S. Departments of Health and Human Services (HHS) and Education (ED) (the Departments), is to set a vision for stronger partnerships, collaboration, and coordination between awardees of the Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV) and the Individuals with Disabilities Education Act, Part C Program (IDEA Part C Program). Specifically, this joint statement provides recommendations to States, territories, and tribal entities to identify and enhance opportunities for collaboration and coordination between MIECHV and the IDEA Part C Program.
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.