Resource Library

This report presents a proposed study design that would examine the feasibility and potential benefits of investing time in the We Grow Together Professional Development System for infant and toddler caregivers.

Learn about ExCELS theory of change which is an illustration of what leadership looks like in center-based ECE settings and how leadership by center managers and teaching staff can influence outcomes.

Discover a conceptual model, synthesizes key lessons, and identifies areas for future research regarding the implementation of competency frameworks to improve the knowledge, skills, and attributes of infant/toddler teachers and caregivers, as well as outcomes for programs and systems.

Discover characteristics associated with high center-based workforce turnover from the 2019 National Survey of Early Care and Education (NSECE).

This infographic uses data from the 2019 NSECE Center-based Provider Survey to describe subsidy receipt for center-based providers.

The Early Care and Education Research Scholars (ECE): Child Care Dissertation Grant program supports dissertation research on child care policy issues in partnership with State Child Care and Development Fund (CCDF) agencies or administrators.

Discover an overview of trauma and its impact on child care and early education (CCEE), actionable steps to ensure providers use trauma-informed approaches, and guidance for addressing the needs of young children, parents/caregivers, and CCEE providers.

This short-form product is intended to provide examples relevant to state child care administrators on how local, state, and federal CCEE datasets many be used, either singly or in combination, to examine and track progress toward improving equitable access to CCEE.

Discover a brief and volume of profiles describing characteristics of a selection of online, competency-based professional development systems for teachers and caregivers of infants and toddlers.

This profile provides an overview of the CIRCLE Infant & Toddler Teacher Competencies, a competency framework developed in Texas to advance early childhood education by outlining the teacher and caregiver practices and behaviors that best promote infant and toddler development.