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This brief summarizes the research evidence on how high-quality ECE benefits all young children, as well as key subgroups, such as children from families experiencing low household income, children who are dual language learners, and children with disabilities.
Read a summary of research about how the COVID-19 pandemic affected child care and early education programs and the families they serve in the first year of the pandemic.
This resource guide provides information for researchers about administrative data collected on federal policies and programs that (in whole or part) support young children with disabilities.
This report describes the ways in which individual characteristics and factors at the program and system levels are associated with individual teachers’ and caregivers’ participation in PD in a nationally representative sample of ECE teachers and caregivers.
Much like the 7.8 million families with young children in urban areas, many of the 1.1 million families with young children in rural areas need and use early care and education (ECE). Families across the United States face challenges accessing child care, and challenges often vary by population density. Although the definition of what constitutes an urban, suburban, and rural area differs across studies, the literature suggests that...
What does “curriculum” mean when applied to working with infants and toddlers?
This brief discusses the meaning of the term when applied to early education and care programs serving families with infants and toddlers. The discussion focuses on how programs can incorporate and use the concepts of a curriculum in a way that is developmentally appropriate for infants and toddlers...