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The main goal of this social policy report is to propose a holistic approach for promoting developmental success among Latinx children and youth. This report highlights the need to 1) redefine success and 2) account for intersectional inequalities. First, the current demographic landscape of Latinx students is presented to showcase the variability in experiences among Latinx children and youth. We review past policies (across the last two and current U.S. Administrations and within the state of California), educational programs (e.g., McNair scholars' program, AVID), and theoretical frameworks (within developmental and sociocultural disciplines). Next, we introduce a nuanced holistic approach for promoting Latinx children and youth's developmental success, underscoring the integration of factors within the sociocultural, family, and individual domains. Finally, this report provides accessible recommendations for policymakers, researchers, and practitioners to effectively promote equity and developmental success among diverse groups of Latinx children and youth.

With decades of evidence to support early childhood development (ECD) programs and policies, investment in ECD has expanded worldwide. Currently, over 70 nations have national ECD legislation, the majority in the last 20 years. However, with these increased investments comes evidence that the capacity of policy systems to support ECD--across health, education, social protection, and other sectors--is weak, with unfulfilled developmental potential a serious consequence within and across countries. This report aims to develop a research agenda on the systems-level factors--at national, subnational, and local or municipal levels--that may enable or constrain program site-level implementation. Two types of scale--"small to bigger" and "big to better"--are described, as well as the specific challenges of these processes in the field of ECD. Systems factors are reviewed at the three levels, with implications of each for measurement. Finally, methodological challenges and directions are discussed with the aim of informing a research agenda to support national policy progress in early childhood development. [Work on this paper was supported by funding from the NYU Abu Dhabi Research Institute to the Global TIES for Children Center at New York University.]

Heeding the call put out by the "New England Journal of Medicine" (2017), we utilize an ecological-transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization's definition of violence, we draw on literature from psychology, medicine, social work, and developmental psychology to outline how the anti-immigrant climate in the United States and the threat of immigration enforcement practices in everyday spaces are experienced by some Latino children as psychological violence. Researchers, teachers, and practitioners are encouraged to be aware of how uncertainty and threat regarding familial safety adversely impacts the lives of Latino children in immigrant households, especially in charged, anti-immigrant climates.

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Early Learning and includes: (1) Three Signs that Your Pre-K Might Need a Make Over (Felix Montes); (2) Bilingual Early Childhood Education: Capitalizing on the Language and Culture of the Home and Introducing English (Aurelio M. Montemayor, Consuelo Casas, Berta A. Medrano, and Abby Gonzalez); (3) Technology in Early Childhood; (4) The Power of Possibility: How IDRA and Our Partners are Transforming Public Education--IDRA Annual Report Released; and (5) Essential Approaches for Excellence & Sustainable School System Transformation--New Publication Showcases Strategies that Deepen School Improvement. (Individual articles contain resources.)

Although the development and well-being of ethnic and racial minority children have received sustained attention over the past few decades from policymakers, researchers, and practitioners (Cabrera, Beeghly, & Eisenberg, 2012; Crosnoe & Fuligni, 2012; McLloyd, 1990, 2006; Quintana et al., 2006), these efforts have contributed to a body of knowledge that, while rigorous and insightful, has often been deficit-oriented, emphasizing the negative effects of inadequate economic and social resources and an elevated rate of behavior problems, decreased social competence, and lower rates of school success among these children. A primary focus on adversity has had the unintended consequence of eclipsing the strengths or assets that minority families possess to raise healthy children. Consequently, we know more about maladaptation than adaptation among minority children. Because the number of ethnic and racial children now constitutes the numeric majority (U.S. Census 2012), there is an urgency to increase our efforts to conduct rigorous studies of the positive development of ethnic and racial minority children. A focus on positive development, broadly defined as research that focuses on adaptation and adjustment rather than maladjustment and adversity (Dodge, 2011; Guerra, Graham, & Tolan, 2011) is important because it would highlight the significant variability in this population and allow for the identification of the multiple sources and pathways of adaptation, leading to more targeted programs and interventions. ["Positive Development of Minority Children" was co-authored by the Society for Research in Child Development (SRCD) Ethnic and Racial Issues Committee. This issue of "Social Policy Report" also includes three commentaries: (1) Minority Children: The Future Majority of the USA (Cynthia García Coll); (2) Developing a Fully Specified Conceptual Framework to Guide Research and Practice in Support of the Positive Development of Minority Children (Ivelisse Martinez-Beck); and (3) What Are We Studying When We Study Children of Color? Asking New Questions, Advancing New Perspectives (Vonnie C. McLoyd).]

Policy debates about undocumented immigration in the United States focus most often on adults and adolescents. Yet 5.5 million U.S. children currently reside with at least one undocumented immigrant parent, with 4.5 million of these children U.S.-born citizens. Given that children with undocumented parents constitute nearly one-third of all children with immigrant parents and about 8 percent of all U.S. children, their well-being holds important implications for U.S. society. This review summarizes the current evidence on whether and how parent undocumented status affects the cognitive, school attainment, and mental health outcomes of children and youth. Research on mechanisms through which these effects occur--including both removal and fear of removal; parent-child separation; lower access to public programs; psychological distress; "awakening" to one's own undocumented status; and work conditions and economic hardship--is also reviewed. Potential moderators include the chronicity of experienced undocumented status; large-scale economic changes such as the Great Recession; and neighborhood and network social capital. Both public policies and community-based organizations' practices may help reduce the developmental risks for children with undocumented parents. We conclude by discussing a range of such policies and practices, related to preschool and prekindergarten, work and employment, border enforcement, program enrollment and access, organizational and institutional partnerships, and a range of choices regarding a pathway to citizenship. [This issue of "Social Policy Report" also includes the following commentaries: (1) All Our Children? (Ruby Takanishi); (2) The Plight of the Children of Unauthorized Mexican Parents (Frank D. Bean); and (3) Children in the U.S. with Undocumented Parents: Research and Policy Issues (Alexander N. Ortega).]

Multilingualism is an international fact of life and increasing in the United States. Multilingual families are exceedingly diverse, and policies relevant to them should take this into account. The quantity and quality of a child's exposure to responsive conversation spoken by fluent adults predicts both monolingual and multilingual language and literacy achievement. Contexts supporting optimal multilingualism involve early exposure to high quality conversation in each language, along with continued support for speaking both languages. Parents who are not fluent in English should not be told to speak English instead of their native language to their children; children require fluent input, and fluent input in another language will transfer to learning a second or third language. Messages regarding optimal multilingual practices should be made available to families using any and all available methods for delivering such information, including home visitation programs, healthcare settings, center-based early childhood programs, and mass media. [This issue of "Social Policy Report" also contains: "The Specificity Principle (SP) in Multiple Language Learning" (Marc H. Bornstein). Commentaries in this issue are: (1) "Promoting Positive Development among Young Multilingual Learners" (Lisa M. López); (2) "'Pickney Talk Sweet, eh?' Unpacking Myths and Best Practices for Black Children Who Speak Creoles or Dialects" (Stephanie M. Cureton); (3) "Peering through the Looking Glass with a Multicultural Lens the Challenge of Translational Research" (Michael L. López); and (4) "Multilingual Children Developing and Disseminating Knowledge to Support Successful Language Development" (Diane August).]

Across nations, Early Childhood Development (ECD) programs are of great interest to policymakers, service providers, and families. ECD programs are cross-cutting, often involving the health, education, child welfare, and other sectors, and their emphases shift over the early childhood years. In this paper, the authors propose equity as the construct central to the provision of ECD programs in an international context. Equity can be conceptualized relative to two components, access and quality. In the past there has been greater focus on building access to ECD program services with less emphasis placed on quality, particularly when programs are taken to scale in low- and middle-income (LAMI) countries. Quality is a key feature because when programs of low quality are provided, they are unlikely to generate the child and family outcomes intended. Moreover, quality is a relevant feature across all levels of the ecological system. To effect sustainable and meaningful change in ECD programs in developing countries, features of access and quality, must be addressed at each level of the ecological system. The paper presents a conceptualization of quality across settings and systems and identifies implications for policymakers, practitioners, and researchers on how they can work together to measure, improve and sustain program quality. (Contains 2 figures and 5 endnotes.) [Commentaries from Linda Biersteker, Belinda J. Hardin and Aisha K. Yousafzai are included. Commentaries are individually referenced.]

In 2009, 14.7% of households were food insecure at some time during the year. In other words, members of those households did not have access at all times to enough food for an active, healthy life. This is arguably the most serious nutrition-related public health problem facing the U.S. today. The serious developmental consequences of food insecurity include compromised mental and physical health and poor academic performance for children. The government's response to inadequate sources of food includes food assistance programs such as the Supplemental Nutrition Assistance Program (SNAP), the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), the National School Lunch Program (NSLP), the School Breakfast Program (SBP), and others. Alongside these public programs are numerous private food assistance programs such as those administered through the national network of Feeding America which serve as an additional safety net for families. These services are provided through food pantries, soup kitchens, and weekend feeding programs such as the BackPack Program. This "Social Policy Report" provides an overview of the measurement of food security during childhood, consequences to child development, public and private food assistance programs and their effectiveness, and recommendations to researchers and policy makers. Policy recommendations focus on addressing gaps in private and public food assistance programs, addressing persistent poverty, and the role of developmental scientists in advancing research-to-policy on the consequences of food insecurity for child development. (Contains 1 table.) [Funding for this paper was provided by the Agriculture and Food Research Initiative of the USDA National Institute of Food and Agriculture. Commentaries from Mariana Chilton, Gladys Haynes, James D. Weill and John Cook are included. Commentaries are individually referenced.]

The detrimental effects of lead exposure in children have been known for over 100 years. Although a few initial measures implemented about 30 years ago were effective in somewhat reducing levels of lead exposure in children, relatively little has been done recently from a policy perspective to protect children from lead. We now know from recent research that much more work is needed. Recent events highlighted in the media show that several urban communities still have unacceptable levels of lead in water systems. Early research identified high levels of lead as being particularly detrimental to children's intellectual and behavioral development. New studies have discovered that lower levels of lead, levels once thought safe, also cause considerable damage to children's developmental outcomes. This social policy report summarizes new data on the intellectual, academic, and behavioral deficits seen in children exposed to both low and high levels of lead. It discusses the biological and neurological mechanisms of lead poisoning, explores sources of environmental lead exposure and lead abatement practices, and shows that current federal and state-level child screening and lead level reporting practices are inadequate. The report also makes policy recommendations centered on increasing education, intensifying abatement efforts, strengthening and regulating mandatory screening practices, and reducing the federal threshold of allowable levels of lead. (Contains 1 figure.) [Commentaries from Joel Nigg, Elise Gould, Alexander Hertel-Fernandez, and Bruce Lanphear are included. Commentaries are individually referenced.]

Four foundations for young children's development appear to underlie children's competence and predict success in school from pre-kindergarten through third grade--self-regulation, representation, memory, and attachment. If teachers united what they know about child development with quality educational practices, what would school be like for young children in pre-kindergarten through third grade? Seven major differences are highlighted in this paper. These are: (1) Development, Content, and Process; (2) Play (Self-Regulation); (3) Understanding Misconceptions (Representational Thought); (4) Covering The Real Basics (Memory); (5) Relationships (Attachment); (6) Experimentation, Explanation, and Explicit Instruction; and (7) Deciding What to Teach. (Contains 1 footnote.)

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Novel Influenza A (H1N1) or Swine Flu." Other topics include: Food Safety Facts; Safe Handling and Preparation of Infant Formula; Picky Eaters; Failure to Thrive; Toe-walking in Children; Preventing Injuries in Child Care Settings; and Health and Safety Resources. (Individual articles contain references.) [Funding for the articles on safe pest management was provided by the California Department of Pesticide Regulation (DPR).]

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Preparing Young Children for Disasters." Other topics include: Emergency Preparedness Plan; Postpartum Depression; Diabetes; Dietary Fat and Healthy Choices; Communication with Parents about Their Child's Developmental Delays; Integrated Pest Management of Rodents in ECE settings; and Health and Safety Resources. [Additional support for this issue was provided by the California Department of Pesticide Regulation.]

The Child Welfare League of America is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's Voice" seeks to encourage public discussion and debate among those who are committed to helping children and families. The following are included in this issue: (1) Leadership Lens (Christine James-Brown); (2) Clearing a Path to Higher Ed for Dependent Youth; (3) National NewsWire; (4) Reviving the White House Conference on Children (Jennifer Michael and Madeleine Goldstein); (5) Exceptional Children: Navigating Learning Disabilities & Special Education--The Great Indoors: Classrooms that Inspire Learning (Ellen Notbohm with Veda Nomura); (6) Down to Earth Dad: The Power of Play (Patrick Mitchell); (7) Collaborating in the Classroom (Jennifer Michael); (8) Walking the Walk, Not Just Talking the Talk: Eight Steps Toward Implementing Evidence-Based Practice (Sue D. Stelb and Wendy Whiting Blome); (8) Promoting from the Ranks (Jennifer Michael); (9) CWLA ShortTakes; (10) EndNotes; and (11) OneOnOne: Questions and Answers with CWLA Staff (John Sciamanna).

This edition of "Bright Futures" highlights 12 states (Alabama, Colorado, Nevada, Iowa, Maryland, Ohio, West Virginia, Connecticut, Guam, Maine, Pennsylvania and Kansas) that have received grants to support the development of an Early Childhood Advisory Council. Other features of this edition include announcements of state early childhood system developments and recent publications. [This newsletter is supported by the Buffett Early Childhood Fund.]

The Child Welfare League of America (CWLA) is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's Voice" seeks to encourage public discussion and debate among those who are committed to helping children and families. Feature articles in this issue of "Children's Voice" include: (1) Changing a Critical Practice (Meghan Williams); (2) Collaboration: The Road to Success (Susan Soonkeum Cox, Dixie van de Flier Davis, and Ada White); and (3) Improving Response to Critical Situations (Cindy Ryman Yost). Other items include: (4) Leadership Lens; (5) Spotlight On; (6) National Newswire: (7) Exceptional Children: Navigating Special Education and Learning Disabilities--ART-ful Teaching for Different Learners (Ellen Notbohm); (8) Down to Earth Dad--A Father's Role in His Daughter's Body Image (Patrick Mitchell); (9) CWLA Short Takes; (10) End Notes; and (11) One On One: Frequently Asked Questions from CWLA Members. [For "Children's Voice" Volume 17, Number 5, September/October 2008, see ED503378.]

The Child Welfare League of America (CWLA) is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's Voice" seeks to encourage public discussion and debate among those who are committed to helping children and families. Feature articles in this issue of "Children's Voice" include: (1) From Foster Care to Fostering Care (Darrell Armstrong); (2) A Restorative Approach to Residential Care (Patricia Wilcox); (3) Taking a Page from the Book (Jennifer Michael); and (4) Management Matters: From Strategic Planning to Strategic Positioning (Shelli Bischoff-Turner). Other items include: (5) Leadership Lens; (6) Spotlight On; (7) National Newswire; (8) Exceptional Children: Navigating Special Education and Learning Disabilities. Summertime, and the Reading is Easy (Ellen Notholm); (9) Down to Earth Dad. A Space of Their Own (Patrick Mitchell); (10) CWLA Short Takes; (11) End Notes; and (12) One On One: A Conversation with Charlene Ingram, CWLA Senior Program Director. [For "Children's Voice" Volume 17, Number 2, March/April 2008, see ED501164.]

Culture and systemic change are paramount to achieving significant and long-lasting gains in child and youth wellbeing and, in time, securing the future of our nation. This brief, based on a high-level synthesis of eight years of experience and research in place-based family strengthening, makes the case for a national transformation to a society that visibly promotes families, the most important asset shaping outcomes for children and youth. At the individual family level, evidence shows that children and youth thrive when three fundamental elements are present: nurturing relationships, financial stability, and positive connections. Making the family fundamentals a strong reality for the vast majority of Americans will occur only through a shift from a culture that "values" families to a society in which policies and practices reflect that value. What can prompt this cultural transformation? Macro recommendations include leadership from agencies serving children, youth, and families; public will campaigns; and policy and practice changes in multiple community sectors (e.g., youth development, human services, employment, faith, community development). The brief also summarizes promising approaches for creating the conditions for families to develop the three fundamentals. (Contains 63 endnotes and 4 figures.) [Document published by Family Strengthening Policy Center, National Human Services Assembly.]

This is the ninth brief in a series of Center for Law and Social Policy (CLASP) analyses of Head Start Program Information Report data. This brief provides information on Early Head Start programs, staff, and participants; including young children, pregnant women, and their families. It updates a similar brief that CLASP published analyzing data from 2003-2004. The data in this brief come from the 2005-2006 Program Information Reports (PIR), which each Early Head Start grantee is required to submit to Health and Human Services (HHS) annually. An analysis of the 2005-2006 PIR data, highlighted in the rest of this brief, shows the following key findings: (1) Early Head Start supports families with working parents--many parents also had limited formal education; (2) Early Head Start serves children and pregnant women from diverse racial and ethnic backgrounds; (3) Early Head Start provides a broad range of services to low-income children and their families; (4) Early Head Start provides services through a variety of program options; and (5) Early Head Start promotes better health for young children. (Contains 40 endnotes and 9 figures.)

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is Deciding When to Exclude Children from Care Due to Illness. Other topics include Eczema; Creating Nurturing Workplace and Family Environments; MRSA and Antibiotic Resistance; Down Syndrome; and Lead Poisoning.

The last quarter century of research on brain development suggests that the nurturing and learning experiences available in the first few years play a strong role in shaping a child's development. Babies are born with a remarkable intrinsic ability to learn. The foundation for a child's intellect, personality and skills is established in the first five years. Today, a vast majority of Wisconsin's children under the age of six have all parents in the workforce, and early care and education have become a routine part of many children's young lives. A growing body of scientific evidence indicates that investing in the education of youngest learners may be one of the most promising ways to prepare children for school and strengthen the future economic position of states and the nation. A series of longitudinal studies have established that high quality early education is a cost-effective investment, yielding the highest returns when children from disadvantaged backgrounds are targeted. The largest expense in any early care and education program, and the one that research has shown has the most significant impact, is human resources: the adults who guide and teach young children. This paper is the second in a series of Quality Matters policy briefs that explore the elements of high quality early care and education. It examines educational qualifications of teachers as a component of quality, and explores the benefits gained from well-educated early childhood teachers. (Contains 2 tables and 23 endnotes.)

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is "Connecting Kids to Healthcare through Schools." Other topics include: Keeping Children Hydrated; Infant/Toddler Attention; Mercury in Fish and Shellfish; Quality Child Care; and Oral Health Care. [Additional support provided by Healthy Child Care California and First 5 California (formerly the California Children and Families Commission).]

Although the FPG Child Development Institute's primary mission is to generate new knowledge, this research is in the service of a higher goal: child and family well being. This goal is distilled in their tag line: "Advancing knowledge, enhancing lives." This phrase is not just a tag line--it encapsulates 40 years of striving to be an objective, knowledgeable force for social change in the service of this nation's youngest citizens. This issue of "Early Developments" describes the history of FPG's efforts to help educate at-risk and special needs children, and discusses the methods they use to ensure that high standards apply to early childhood practices. Topics of interest covered are: (1) How FPG Got Its Groove; (2) Measuring & Improving Quality; (3) FPG--A Place for All Children; and (4) FirstSchool. A listing of recent FPG publications and a tribute to outgoing director Don Bailey conclude this publication. [A list of publications for expanded reading is provided at the end of each article.]

"Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years-in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. The theme of this issue of "Every Child" is Rethinking Early Childhood Services. The contents of this issue include: (1) Rethinking Early Childhood Services (Alison Elliot); (2) In loco parentis: Parents and Educators Serving Children's Needs (Mark Mitchell); (3) Unmasking the Divide: Connecting Fathers with Early Childhood (Anthony Body); (4) A Special Setting: Child Care in Aceh, Indonesia (Andi Pramono); (5) Grandparents' Viewpoints on Child Care (Joy Goodfellow); (6) Intellectual Disability and Parenting (Robyn Mildon, Catherine Wade, and Jan Matthews); (7) From Juggling to Balancing: Early Childhood Centres as Family-Friendly Workplaces (Megan Gibson and Tricia Rooney); (8) Family Partnerships: Back to Basics (Mary Hood); (9) Flying into the Future with Butterfly Wings (Gwen Rayner and Lisa Hingst); (10) Signing: An Extension of Body Language for Young Children (Tania Teitzel); (11) Giveaway & Supporting Best Practice; (12) Through the Looking Glass: A Community Partnership in Parenting (Pam Murphy); (13) The Circle of Security and Child Care Practice (Robyn Dolby and Elizabeth Warren); (14) The Everyday of Parenting Program (Judy Radich); (15) Margaret Negus [Profile]; (16) Book Reviews of: "The Kissing Hand"; "Seven More Sleeps with Babs the Baby & Fog the Dog"; "Programming and Planning in Early Childhood Settings (Third Edition)"; and "By Jingo! An Alphabet of Animals"; (17) Sunshine: Are Our Children Getting Enough? (Judy Barbour); and (18) Index of "Every Child" Articles--2005. Individual articles contain references. [This publication was produced by Early Childhood Australia Inc., formerly known as the Australian Early Childhood Association. For "Every Child" Volume 12, Number 2, see ED493342.]

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. Lead article of this issue is Using Online Health Information. Other topics include Car Seat Law Changes; Soy Formula information; Infant Feeding Issues; Dietary Guidelines; Play Time and Rainy Day Activities; Partnering with Parents; and Child Care Economic Impacts. [Additional support provided by Healthy Child Care California and First 5 California (formerly the California Children and Families Commission.)]

This document is comprised of the 30 issues of learning guides for parents and family members providing suggestions regarding activities for young children. Each learning guide is organized similarly and contains: (1) a message for family members who care for young children; (2) suggested fun-learning activities using items found at home to help young children learn basic ideas like size, shape, and color and to encourage them in using their imagination; and (3) a read-aloud verse with activities that help young children become ready to become readers. [This document was produced by the Appalachia Educational Laboratory at Edvantia, formerly the Appalachian Educational Laboratory (AEL, Inc.).]

Recently, policy makers have begun to insist on evidence showing whether public investment in programs for children has achieved its desired results. No longer will it be sufficient to show that programs are meeting established standards for practice or that families are satisfied with services. Data are needed to show that services are effective. While some are not happy with the increased focus on accountability, the FPG Child Development Institute is committed to conducting research to help ensure that the goal of providing acceptable and effective services to children and families becomes a reality. This issue of Early Developments describes several important studies at FPG that examine and compare practices rigorously. The topics covered are: (1) Back to School at High Speed; (2) Cool off Preschool Aggression; (3) Partners for Literacy; (4) Nuestros Ninos Early Language and Literacy Project; and (5) Collaborative Consultation as a Key to Child Care Quality. A list of new FPG products and recent FPG publications concludes this issue. [Early Developments is published three times a year by the FPG Child Development Institute at the University of North Carolina at Chapel Hill.]

The "No Child Left Behind Act" of 2001 crystallized the concern for accountability in education. National testing was mandated as a way to improve the "broken" educational system. Publicly funded early education programs were not spared from such testing. While the positive effects of high-quality early education on children's later school achievement is well demonstrated, too many early care and educational settings in the United States are of minimal or poor quality. Accountability is clearly important for increasing the quality of our early childhood programs, however, it is not yet evident how best to formulate a standard of accountability that reflects the body of knowledge we have gained concerning how young children learn. In this report, we propose two major thrusts designed to bring about a more scientifically informed accountability system: reconceptualizing the ways in which we think about the validity of our test instruments, and reconceptualizing markers of development from "products" of learning (performance standards) to "processes" of learning. We introduce the term "empirical validity" to draw attention to the fact that assessments should be built on current empirical work in the various developmental domains. This report focuses on the domains of language and literacy, two areas of major concern for the Federal Head Start program and for which there is an abundance of current research. This body of knowledge provides many examples illustrating how an emphasis on process rather than product can be vital for improving the quality of education. For example, although vocabulary is centrally important and psychometrically adequate tests of early vocabulary exist, these tests do not measure essential aspects of word learning that have been identified as predictive of later language and reading success in early language learning literature. Our case study of language and literacy illustrates how today's developmental science offers a new knowledge strategically incorporated in assessments for empirically valid testing of children's competencies. The same argument for "empirically valid" and evidence-based assessments applies to other domains of cognitive growth and to socio-emotional development. The future of preschool assessment would be well served by attention to primary research that focuses on the processes of learning. In this report, we also suggest that one possible avenue for progress in assessment would center on integrative and dynamic assessment techniques that would comprehensively capture the nature of children's learning, minimize validity concerns related to context and culture, and evaluate how competencies in different developmental domains interact for optimal learning. To bridge the gap between science and policy, developmental scientists and test developers are urged to work together to create innovative ways to chart the developmental processes that support learning and progress toward social maturity in ways designed to ensure that research findings are continuously reflected in current assessments. (Contains 2 footnotes.)

This issue of the quarterly newsletter, "PLAINTalk," is the first in a four part series, reprinting chapters from Sharon and Craig Ramey's book, "Going to School." This issue presents practical and useful techniques for parents, covering the following topics: (1) How Parents Can Help Children Learn; (2) How Does Your Child's Brain Work; (3) The Types of Learning; (4) Seven Essentials to Help Your Child Every Day; (5) Activities for Mentoring Children; (6) Activities to Practice Academic and Social Skills; (7) Why Children Ask Why; and (8) How Actively Should You Promote Learning? (For Volume 9, Issue 3 of "PLAINTalk," see ED489812.) [This newsletter is produced by the Center for Development and Learning.]

Interactive media have come of age. The range of interactive entertainment products, intended to be used by children in and out of school settings is growing: CD-ROMs, computers, the Internet, video games (for a variety of handheld and console platforms), interactive toys (including educational talking books), and a variety of wireless software for cell phones and other wireless devices. In short, for today's children, interactive media have become part of the media landscape in which they are growing up. These devices represent the most recent in a century-long introduction of media technologies into the lives of children. Little systematic research has been conducted to either legitimize or dispute claims about the impact of interactive media content on children's cognitive and social development. Further, few investigations have been conducted that reflect recent advances in interactive technology, such as handheld devices, wireless technology, and interactive toys. The empirical research on children and interactive media has yet to match the myriad of questions posed about its effects. This research, however, has become a growing area of study as interactive media continue to pervade children's lives and as the technology itself continues to evolve. This review examines what we know about the role of interactive media in children's lives and the policy issues ignited by the popularity of interactive media. [This research was conducted under the auspices of the Children's Digital Media Center at the University of Texas at Austin. Commentaries in this issue of "Social Policy Report" include: (1) In New Media as in Old, Content Matters Most (Aletha Houston); (2) Changing Media: Fast Forward in the Information Age (Sandra Calvert); and (3) Time to Quicken the Pace of Children and New Media Research (Dale Kunkel).]

Currently there is a lack of affordable, accessible, quality child care in America. A substandard child care system not only negatively affects families, but also impacts broader societal and political issues, such as the economy, gender equity, tax and budget policies, and welfare reform. In this report, the authors propose two recommendations to help improve the quality of child care in the United States. First, they assert that an infrastructure that combines care and education must be built. One approach is to place educational components into the child care system. A more enduring approach is to place care into the educational system. Second, in order to have a successful child care system, it is first necessary to reframe the relationship between care and education. This effort can be mounted on several fronts, and can be carried out by changing the current terminology and constituency of child care and increasing parental and societal awareness of the components and benefits of quality care. Only when this happens, will the state of child care begin to improve. Without the help and commitment of informed adults, the needs of children will continue to be left unmet, having harmful consequences not only for the country's youngest citizens but also for the future of the nation and society. Commentaries in this issue of "Social Policy Report" include: (1) Better Child Care for All: What Will It Take? (Deborah A. Phillips); and (2) Combining Early Care and Education: Is Universal Pre-K the Best Way? (Janet Currie).

"Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources, and "Ask the Nurse," a Question-Answer column. The lead article of this issue is Antibacterial Soaps: Benefit or Bad Idea? (Eva Guralnick). Other topics include Post-Vaccination Chicken Pox; Immunization; Toddler Environments; Hand Washing; Drowning Prevention; Oral Health Care; and Behavior Issues. Pullout section includes information on Computer Risks; Insect Repellent; Environments for the Physically Challenged; and Medication Administration. (Individual articles contain references.) [Additional support provided by Healthy Child Care California and First 5 California (formerly the California Children and Families Commission.)]

This initial issue of "Early Edition" launches the first edition of Tennessee's newsletter dedicated to the implementation of programs and services for young children with disabilities under the Individuals with Disabilities Education Act (IDEA). The period of early childhood is the foundation for all future learning and achievement for children. Tennessee's Department of Education and its Division of Special Education have the responsibility for leading the State's efforts to ensure resources and supports are available to the youngest citizens and their families to promote each child's developmental and educational success. As the lead agency for the State's system of services to infants and toddlers and preschool children, the Department is dedicated to unified and continuous service delivery under IDEA. This newsletter establishes a venue for sharing new and exciting information from the perspective of families and the multiplicity of stakeholders that comprise the structure of the State's service system. The format is designed so that the organization of information in each edition is related to key components of IDEA. Part A of IDEA includes the general provisions of the act. Newsletter articles related to this part will provide information such as updates on changes in regulations, policy, monitoring, state/program improvement, and other issues related to governance of IDEA implementation. Part B of IDEA lays out the rights and processes for the provision of FAPE to school-aged children and includes elements specifically related to preschool services. In this area of the newsletter, information on promising and science-based practices in the delivery of preschool services will be presented. Preschool programs that have demonstrated success in key areas of service delivery will be featured. Part C of IDEA outlines services to infants and toddlers with disabilities and their families. It requires the coordination of services and supports to families to enhance their capacity to promote their child's development. A key purpose of Part C is to reduce the likelihood of the need for extensive interventions over the lifespan of the child. The model of interagency coordination established under Part C exemplifies the cooperation and teamwork that is the essence of IDEA. This section of the newsletter provides information on promising and science-based practices in the delivery of early intervention services and features various service providers across the State. Part D of IDEA deals with personnel development, research activities, and dissemination of information. Articles in this area of the newsletter will provide current information related to research-based practices, training, and technical assistance activities and resources. This issue of "Early Edition" contains four articles corresponding to each IDEA part. These are: (1) The Interagency Coordinating Council Promotes Hands-on Involvement (Lynne F. Harmon); (2) The Next Steps for Preschoolers (Debbie Cate, Sondra Dade, and Kay Flowers); (3) Tomorrow's Success Begins Today (Susan Addison); and (4) Information is on the Way (Alexis Burkett). [This newsletter is published quarterly by Tennessee's Early Intervention System in collaboration with the Office of Early Childhood Programs, Division of Special Education within the Tennessee State Department of Education and the newsletter Advisory Committee.]

The "Coordinators' Notebook" is a twice-annual publication of the Consultative Group on Early Childhood Care and Development. This issue summarizes some important information about early childhood care and development (ECCD); shares case studies of effective examples of ECCD; helps ECCD advocates think through what they may need to do differently; and encourages advocates to develop new and potent arguments that will help ensure increasing commitments to ECCD from governments and donors. After the feature article, "Positioning ECCD in the 21st Century" (Caroline Arnold), it contains the following case studies: (1) Building a Deeper Understanding of Poverty and the Young Child; (2) Towards Improving the Quality of Life for Infants and Young Children in Tanzania: Poverty Reduction & Investing in Early Childhood Development; (3) The Early Childhood Development Virtual University; (4) A Child Rights Approach to ECCD; (5) Evaluative Research on Preschool Initiatives of PLAN Bangladesh; and (6) What's the Difference? The Impact of Early Childhood Development Programmes. A section on news and activities, entitled "Network Notes," is also included.

"Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years--in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. This issue of "Every Child" presents science, innovation and investigation as the highlighted subjects. There are so many great scientists about and so much happening in science and technology in early childhood settings. Science is often neglected--but children love it and it gets them thinking in flexible, creative ways about their world, how it is constructed, and how it functions. The "Every Child" science writers are well known for producing great science ideas and materials. They inspire teachers to think about how to strengthen their science programs and why investigating one's environment is so important. Some of this issue's feature articles are: (1) Mini-beasts and secret wildlife; (2) Co-sleeping: Sharing a bed with your baby; (3) Interactive wonders at the museum; (4) Superhero Play; and (5) Mud Pies and daisy Chains: Young Children and Nature. [This document was produced by Early Childhood Australia Inc., formerly known as the Australian Early Childhood Association.]