Considers the role of educational attainment, degree type (e.g., concentration or major in early childhood or a related field), years of experience, and training. The brief concludes with implications for future research, as well as for policy and practice.
Explores interventions in early childhood that can help prevent drug use and other unhealthy behaviors. The National Institute on Drug Abuse (NIDA), part of the National Institutes of Health, provides research-based principles that affect a child's self-control and overall mental health, starting during pregnancy through the eighth year of life. It recognizes that while substance use generally begins during the teen years, it has known biological, psychological, social, and environmental roots that begin even before birth.
Summarizes research about infant and toddler development, highlighting areas that are foundational for later school success. The report serves as a guide for programs to inform their practices and policies and to help programs think about their own theories of change and what outcomes they are most focused on improving for young children.
Provides educators with an overview of social and emotional learning (SEL) and school-family partnerships (SFPs), a discussion of the important relationship of SFPs and SEL, and strategies to promote children's social, emotional, and academic development using school-family partnerships.
Reviews four foundations for young children's development that appear to underlie children's competence and predict success in school from Prekindergarten through Third Grade: self-regulation, representation, memory, and attachment.
Houses a plethora of information including publications, programs and projects, training and technical assistance resources.
Provides educators with an overview of social and emotional learning (SEL) and school-family partnerships (SFPs), a discussion of the important relationship of SFPs and SEL, and strategies to promote children's social, emotional, and academic development using school-family partnerships. (This content is used with permission from EDC, Inc. All rights reserved).
Summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students.
Provides information on how states and districts are integrating SEL into their state and district initiatives, and practical examples of what districts and states are currently doing, as well as access to tools that districts have used to help integrate SEL.
Reviews the five Protective Factors of the Strengthening Families Approach, which reduce the likelihood of child abuse and neglect: parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence of children. Research shows that these protective factors are also “promotive” factors that build family strengths and a family environment that promotes optimal child and youth development.
