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Home » Publication » Education & learning publications » Early childhood learning and development publications

Early childhood learning and development publications

Early childhood learning and development publications March 18, 2022

Sparking Connections: Evaluations of Mobile Messaging on Responsive Caregiving

Elisa Garcia, Sarah Nixon Gerard, Claire Christensen, Tejaswini Tiruke, Carolina Zamora, Todd A. Grindal March 18, 2022

Mobile messaging programs are a low-cost, scalable approach to building parents’ knowledge and capacity to support their children’s development. These programs directly deliver simple and straightforward information, tips, and activities that parents can incorporate into daily routines.

Education & learning publications October 1, 2021

Data Snapshot 1: Preschoolers with Disabilities in Subsidized Child Care in California: 2015-2019

Christine Morino, Margaret Gillis, Kathleen M. Hebbeler, Nicholas Ortiz October 1, 2021

This infographic summarizes key findings on children ages 3 through 5 years with disabilities in subsidized early learning and care in California. The data are from the Child Development Management Information System (CDMIS) from 2015 to 2019. Included in the analyses are children who participated in the California State Preschool Program, Alternative Payment, California State Preschool Full Day, California State Preschool Part Day, CalWORKS Stage 2, CalWORKS Stage 3, Family Child Care Home, General Child Care, General Migrant Care, Migrant Alternative Payment, and Severely Handicapped.

Early childhood learning and development publications October 1, 2021

Data Snapshot 2: Preschoolers Receiving Special Education: California and National Data (School Years 2011-12 to 2019-20)

Christine Morino, Nicholas Ortiz, Margaret Gillis, Kathleen M. Hebbeler October 1, 2021

This infographic summarizes key findings on where children ages 3 through 5 years with disabilities in California received their received special education services. The data are from the California Longitudinal Pupil Achievement Data System (CALPADS) from school years 2011–12 to 2019–20.

Education & learning publications May 1, 2021 Tech Report

Early Childhood Throughout the COVID-19 Pandemic: The Experiences of Arkansas Educators

Jennifer Nakamura, Todd A. Grindal, Kirby A Chow, Nancy K Perez May 1, 2021

The COVID-19 pandemic has transformed the experiences of young children and their caregivers over the past year. SRI Education and the National Center on Children in Poverty partnered with the Arkansas Division of Child Care and Early Childhood Education (DCCECE) to examine early care and education programs throughout the COVID-19 pandemic. This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021. It includes information similar to the first report and provides additional information related to vaccination, supports for students with disabilities, and educators’ plans for moving forward.
Our representative survey of Arkansas early educators found that:

The AR early educators who participated in the fall 2020 and spring 2021 studies were consistent in reporting high compliance and agreement with COVID-19 pandemic procedures.
Nearly all AR early childhood educators reported that they changed practices in response to COVID & will continue to implement one or more of these changes even after restrictions are lifted.
Some ECE teachers reported concerns related to children’s ability to focus their attention during group activities and engage in cooperative play.
ECE program directors reported the greatest interest in receiving additional information about vaccines to share with children’s families; ECE teachers reported the greatest interest in whether ECE staff will be required to get the COVID-19 vaccine.
Both ECE directors and teachers also indicated that having someone with expert knowledge to discuss their individual concerns would motivate early educators to become vaccinated.

Education & learning publications January 1, 2021 Tech Report

Maine’s Early Childhood Integrated Data System Roadmap

Faith A. Scheibe, Missy M. Coffey January 1, 2021

The Maine Roadmap describes ways to leverage Maine’s past work and build the capacity of programs to fully participate in a statewide ECIDS.

Early childhood learning and development publications January 1, 2021 Tech Report

Increasing State Leaders’ Collaboration to Support Families Experiencing Homelessness

Sarah Nixon Gerard, Faith A. Scheibe January 1, 2021

SRI Authors Sarah Nixon Gerard, Denise Tunzi, Faith A. Scheibe Abstract State leaders have many opportunities to address the critical issue of family homelessness by supporting collaboration among diverse stakeholders; creating a culture of data sharing that facilitates discussion and action; and enacting policies across departments, agencies, and programs to support FCEH. State-level coordination should enhance and […]

Early childhood learning and development publications April 1, 2020 Non-Tech Report

Using Data to Support a Comprehensive System of Early Learning and Care in California

Missy M. Coffey, Carolina Zamora April 1, 2020

Early learning and care systems are housed in various agencies making it challenging for families and policymakers to assess the relationships between programs. Early childhood integrated data systems (ECIDS) offer policymakers and agencies with information so that they can make informed decisions about programs. This brief informs Californians about the value of an ECIDS and its alignment to the state’s new “cradle-to-career” data system initiative.
With support from the Heising-Simons Foundation, SRI studied lessons learned from other states’ early childhood integrated data systems (ECIDS)initiatives and analyzed the legislative opportunities in California to draft a public brief aimed to engage future stakeholders. In 2019, the California legislature approved a bill (S.B.75) which established a priority for a “cradle-to-career” data system. This initiative can be leveraged towards coordinating early learning and care systems for the youngest Californians and their families. Continuous stakeholder engagement is crucial for making an ECIDS that is useful. This brief offers national ECIDS examples and incorporates resources to learn about the system and how to become engaged in California’s initiative.

STEM and computer science education publications November 7, 2019 Tech Report

Early science and engineering: The impact of The Cat in the Hat Knows a Lot About That! on Learning

Todd A. Grindal, Sarah Nixon Gerard, Elisa Garcia November 7, 2019

Over 450 children living in low-income households across the U.S. participated in this study, which explores whether providing families with access to PBS KIDS The Cat in the Hat Knows a Lot About That! ™ videos, digital games, and hands-on activities can help 4- and 5-year old children learn physical science and engineering concepts and practices.

Digital learning publications November 1, 2018 Tech Report

Using Technology to Personalize Learning in K–12 Schools

Linda Shear November 1, 2018

Using technology to personalize learning has become a high-profile trend in K–12 education. Personalized learning—generally conceptualized as tailoring learning experiences to individual students’ needs and interests—has been a centerpiece of education for students with disabilities for several decades. Now it is a term used widely to describe a variety of technologies, reform agendas, and instructional approaches for all student populations. Educators are looking to personalized learning approaches to move beyond one-size-fits-all schooling to new approaches that address both persistent and emerging educational challenges, such as achievement gaps and student disengagement. Educators are also seeking ways to keep up with the needs of a rapidly changing world in which student populations are increasingly diverse, workforce needs are shifting more toward 21st century competencies, and workers of tomorrow will need to take on more responsibility to manage their own lifelong learning and professional development.

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