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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.
This profile provides an overview of the two competency frameworks Oregon is using—the state-developed Core Knowledge Categories and Standards and (2) the ZERO TO THREE Critical Competencies for Infant-Toddler Educators.
This profile provides an overview of the Maine Infant Toddler Credential, a competency framework that Maine developed to support infant and toddler teachers and caregivers across setting types.
This profile provides an overview of the Gateways Infant Toddler Credential, a competency framework that Illinois developed to support early care and education professionals interested in focusing their professional development activities on the care and education of infants and toddlers across setting types.
This profile provides an overview of the California Early Childhood Educator Competencies, a competency framework that California developed to improve the quality of early care and education in the state and support the professional development of anyone responsible for the care and education of children ages birth to 5 years old across setting types.
The Head Start Connects project is conducting research to understand how Head Start and Early Head Start programs coordinate family support services for parents and guardians.
Explore this OPRE-funded brief that examines the first descriptive picture of grant recipients that converted enrollment slots from Head Start to Early Head Start between 2019 and 2021.
See what combinations of kindergarten transition activities are offered to children and families, and how they are related to kindergarten experiences, through a secondary analysis of ECLS-K data.
Learn about how some Head Start programs and public schools use written agreements (memoranda of understanding [MOUs]) to support their collaborative efforts on kindergarten transitions.