Addresses findings of the Adverse Childhood Experience’s (ACE) study (grantees are familiar with this study) and suggests that Americans are ready for new approaches to address early childhood trauma and stress. This TED talk calls for a movement to address such trauma.
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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.
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 chil...
Outlines the risks faced by young children with social, emotional, and behavioral problems, as well as barriers to eligibility, access to services, and service utilization. The authors conclude by recommending policy improvements needed by young children and their families.
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