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Amid the rhetorical fog of their game-changing presidential debate on June 27, Donald Trump and his then-opponent dealt with the Department of Veterans Affairs (VA) only in passing. Trump claimed [...]

Byline: Bridget Early The Centers for Medicare and Medicaid Services has embarked on a new era of Medicaid enrollment oversight after the disorderly redeterminations process highlighted widespread compliance issues at [...]

Byline: Bridget Early Hospitals and medical professionals waiting for the Supreme Court to untangle contradictory federal and state laws on abortion and emergency medicine will just have to keep waiting. [...]

One of the key measures of effectiveness for any warfighting organization is materiel readiness the ability to maintain ships, aircraft, vehicles and weapons systems, keeping them in the fight. Ensuring [...]

From mocking John McCain's military service to disparaging American soldiers who died abroad as 'losers' and 'suckers,' Donald Trump has shown plenty of disrespect to veterans over the years. By [...]

When President Joe Biden braved Republican jeers and boos to deliver his State of the Union address in February, one of the few lines that received bipartisan applause recalled Congressional [...]

Prominent at both the COP15 biodiversity talks in Montreal in December and the COP27 climate meeting the month before in Sharm El Sheikh were Ukraine's efforts to highlight the environmental [...]

Funding for the Department of Veterans Affairs (VA) was one of many federal budget items that suddenly became uncertain during the debt ceiling showdown this spring. Despite their oft-professed love [...]

The best workout you can do is actually one that doesn't take a lot of time: Interval training will get your heart pumping and burn calories in as little as [...]

Deforestation, reforestation, oil spills, plastic pollution, glacial melt, illegal fishing and even the number of walruses on a particular ice sheet all have one thing in common--they can be monitored [...]

The article discusses the ongoing debate surrounding the privatization of the Department of Veterans Affairs (VA) and the differing perspectives of politicians on this issue. Former President Trump and current President Biden have contrasting views on VA privatization, with Trump advocating for more private sector alternatives and Biden focusing on improving VA care. The upcoming vice-presidential debate between Governor Tim Walz and Senator J.D. Vance is expected to shed more light on their stances on VA privatization. The article also highlights the importance of informed discussions on VA privatization to ensure the best care for veterans. [Extracted from the article]

The rapid dissemination of information through various media platforms has significantly transformed the landscape of health communication and public health. The COVID-19 pandemic underscored how health faculty and practitioners face an increasing challenge in navigating the complex terrain of mis/disinformation that permeates the online world. The proliferation of false or misleading health information poses a significant threat to public health, eroding trust in evidence-based practices and potentially leading to adverse health outcomes. In this post-truth era, it is crucial to equip students and those working in health occupations with the knowledge and skills that enhance their media literacy and ability to discern credible from suspect information. However, we must go further to help students critically examine mis/disinformation from an ecological perspective to understand the historical and socio-political factors that lead to its spread and their vulnerability to it. In this paper, we offer a rationale for focusing on pedagogy to prevent and to mitigate the spread of mis/disinformation in health promotion, and we provide examples of evidence-based approaches for doing so. Additionally, we offer resources to support teaching and learning in this area and identify opportunities for future research.

PEOPLE LIVING IN CITIES have 'accepted the unacceptable' for too long, says Sorbonne professor Carlos Moreno. Urban life involves large amounts of wasted time adapting to what he calls the [...]

On an industrial park outside Gateshead, a pioneering technology is extracting energy from Britain's past and using it in a way that could herald its low-carbon future. Not content with [...]

This article provides an overview of the role of public works departments in rural areas, using the experience of Jeremy Rathbun, a member of AFSCME and an employee of the Public Works Department in Middlebury, Vermont, as a case study. It emphasizes the importance of public works departments in protecting the environment, particularly in relation to climate change-related extreme weather events. The article also discusses Rathbun's background and transition from the private to the public sector, highlighting the significance of unions in the public sector and their involvement in contract negotiations and legislative advocacy. Additionally, it touches on efforts to revitalize the Vermont AFL-CIO and the need for younger, more diverse leaders in the labor movement. The article also briefly mentions the wastewater treatment facility in Middlebury, which utilizes biological reactors and belt filter presses in its treatment process. [Extracted from the article]

We introduce single cell Proteoform imaging Mass Spectrometry (scPiMS), which realizes the benefit of direct solvent extraction and MS detection of intact proteins from single cells dropcast onto glass slides. Sampling and detection of whole proteoforms by individual ion mass spectrometry enable a scalable approach to single cell proteomics. This new scPiMSplatform addresses the throughput bottleneck in single cell proteomics and boosts the cell processing rate by several fold while accessing protein composition with higher coverage.

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.

Communication and the exchange of information are key components of the relationships between parents of young children and the staff of programs that serve them. Professionals who work with families are likely to be more effective when they are aware of how aspects of their own communication practices may affect parents' ability and willingness to engage with a program in the interests of their children. This Digest discusses the limited research and literature on parents' intellectual and physical access to information provided by programs that serve young children. In terms of intellectual access to information, the Digest notes that access to information can be seriously compromised by differences in reading level, understanding of jargon, vocabulary, and home language among parents and program staff. In terms of physical access to information, the Digest notes that distance and sensory or physical disabilities may impede access to information, and that programmatic factors such as scheduling may also interfere with people's ability to connect with information sources. The Digest concludes by noting that two-way open and frequent communication between parents and the people outside the family increases the likelihood that the exchange of information can be coordinated and provided in ways that have a direct or indirect positive impact on children's development. (LPP)

Higher-quality child care during the first 3 years of a child's life may have strong and enduring effects on the child's development and well-being. One practice that is theorized to promote higher quality of care is the provision of continuity of caregivers for young children. Continuity of caregivers means that infants and toddlers remain with the same teacher(s) during a significant part, if not all, of their first years in a program. The practice is intended to create a consistent personal relationship between a child and a teacher. This Digest describes the practice as it is usually implemented, discusses the theory and research behind the practice, and offers suggestions for centers interested in offering continuity of caregivers. These suggestions include: (1) recruiting new children to fill in at upper age levels when it is more appropriate to have more children per adult; (2) using mixed-age groupings; and (3) rewarding staff for longevity with the program. The Digest concludes by noting that the actual effects associated with the practice are based only on theoretical assumption and limited research, and that center staff may require more compelling evidence that a practice is a better option before undertaking the substantial modifications that are required in making a significant change. (LPP)

Self-regulation of behavior generally refers to controlled, cognitive monitoring of the actions and steps required to obtain a goal, or to bring about a desired response from the environment. Age-related changes in self-regulation as well as individual differences at a given age or developmental stage play fundamental roles in shaping children's experiences and the responses children elicit from caregivers and others. However individual differences in children's temperamental emotional reactivity and the ability to control this reactivity are also important for understanding developing self regulation. This Spanish-language Digest focuses on emotional reactivity and its relation to the development of cognitive functions that promote self-regulation in young children. The Digest examines how emotions may influence the development of the cognitive functions that contribute to successful self-regulation and thereby to school readiness. Implications for caregivers are then detailed, including the following: (1) high quality preschool education programs can best promote school readiness by helping to secure the social and emotional foundation upon which children can build cognitive skills; and (2) preschool activities that exercise impulse control, sustained attention, and working memory are likely to promote the development of cognitive skills important for knowledge acquisition in the early elementary grades. (Contains 13 references.) (HTH)

Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this Spanish-language Digest evaluates these claims and discusses the evidence regarding effects of music "instruction" on children's abilities. The Digest examines the so-called "Mozart Effect," noting that the effects of listening to music were studied only in adults, lasted only a few minutes, and were found only for spatial-temporal reasoning, but were nevertheless misinterpreted to mean that listening to music could make children"smarter." The Digest then reviews studies on the effects of music instruction, as opposed to simply listening, on children's spatial-temporal ability, mathematics ability, and reading ability. The research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling. The Digest cautions, however, that several concerns remain unaddressed: little is known regarding exact aspects of music instruction that contribute to the transfer effects; further longitudinal studies are needed to determine the duration of these effects; currently available tests of reading and math achievement may not be sufficiently sensitive to the complexity of language and mathematical learning potentially affected by music instruction. Care must be taken to ensure that scientific goals do not displace developmentally appropriate music instruction. (HTH)

Noting that our ability to incorporate the cultural strengths and the distinctive ways that families, specifically fathers, contribute to educational accomplishments of preschool children is severely constrained by major gaps and inadequacy in the research literature, this Digest explores what is known about the role of fathers in young children's academic achievement and early literacy. Among the research discussed is a critical review of research on father involvement in childrens education and schooling that concluded that fathers' participation in literacy activities, the barriers that parents face as a result of low literacy, and their perceptions of the role that they can play in their children's literacy development may affect children's preparedness for school. The Digest discusses research that examines the extent to which fathers are involved with their children's schools, and points out that even when fathers have limited schooling, their involvement in children's schools and school lives is a powerful factor in children's academic achievement. The Digest also points out that children's development of early literacy begins at birth and relies on a range of environmental stimuli, and that fathers can ensure that their children are exposed to the best environmental stimuli by participating at home and in early childhood education settings. The Digest concludes with suggestions for ways that early childhood educators can introduce fathers to approaches that provide opportunities for children to scribble and write, learn new vocabulary, identify letters and important words such as their names, and utilize relevant print within and outside the household. (LPP)

Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this Digest evaluates these claims and discusses the evidence regarding effects of music "instruction" on children's abilities. The Digest examines the so-called "Mozart Effect," noting that the effects of listening to music were studied only in adults, lasted only a few minutes, and were found only for spatial-temporal reasoning, but were nevertheless misinterpreted to mean that listening to music could make children "smarter." The Digest then reviews studies on the effects of music instruction, as opposed to simply listening, on children's spatial-temporal ability, mathematics ability, and reading ability. The research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling. The Digest cautions, however, that several concerns remain unaddressed: little is known regarding exact aspects of music instruction that contribute to the transfer effects; further longitudinal studies are needed to determine the duration of these effects; currently available tests of reading and math achievement may not be sufficiently sensitive to the complexity of language and mathematical learning potentially affected by music instruction. Care must be taken to ensure that scientific goals do not displace developmentally appropriate music instruction. (HTH)

Self-regulation of behavior generally refers to controlled, cognitive monitoring of the actions and steps required to obtain a goal, or to bring about a desired response from the environment. Age-related changes in self-regulation as well as individual differences at a given age or developmental stage play fundamental roles in shaping children's experiences and the responses children elicit from caregivers and others. However individual differences in children's temperamental emotional reactivity and the ability to control this reactivity are also important for understanding developing self regulation. This Digest focuses on emotional reactivity and its relation to the development of cognitive functions that promote self-regulation in young children. The Digest examines how emotions may influence the development of the cognitive functions that contribute to successful self-regulation and thereby to school readiness. Implications for caregivers are then detailed, including the following: (1) high quality preschool education programs can best promote school readiness by helping to secure the social and emotional foundation upon which children can build cognitive skills; and (2) preschool activities that exercise impulse control, sustained attention, and working memory are likely to promote the development of cognitive skills important for knowledge acquisition in the early elementary grades. (Contains 13 references.) (HTH)

The current emphasis on children's academic preparedness continues to overshadow the importance of children's social and emotional development for school readiness. This Digest presents a brief overview of longitudinal research linking children's emotional development to school readiness and early childhood success, and then discusses interventions designed for children entering school. Specifically, the Digest notes, emerging research on early schooling suggests that the relationships that children build with peers and teachers are based on children's ability to regulate emotions in prosocial versus antisocial ways and that those relationships then serve as a "source of provisions" that either help or hurt children's chances of doing well academically. Children's early academic skills and emotional adjustment may be bidirectionally related, so that young children who struggle with early reading and learning difficulties may grow increasingly frustrated and more disruptive. Interventions to help address or avoid such problems include low-intensity interventions in the classroom; low- to moderate-intensity intervention in the homespecifically parent training programs; "multi-pronged" home/school interventions for children at moderate risk; and high-intensity clinical interventions for high-risk children. The Digest concludes with cautions that explain variation in programmatic success: (1) programmatic success is reliant in great measure on the extent to which they enlist family participation; (2) it may be unreasonable to expect long-term emotional and behavioral gains on the part of young children if their families continue to face chronic, structural stressors that erode children's psycho-social health; and (3) the economic, employment, and policy contexts of high-risk families have changed substantially from the conditions under which many models of interventions were originally designed and implemented over 20 years ago. (Contains 24 references.) (HTH)

Noting that the death of a loved one brings grief to children as well as adults, this Digest draws on research to examine how children respond to death and the role of parents and teachers in helping children cope with loss. The Digest delineates children's "tasks" during mourning that are essential to their adjustment to loss, such as accepting the reality of the loss, and adjusting to the environment in which the deceased is missing. Next, the Digest explores how children understand the concept of death, and how they are likely to react to the death of a loved one. Ways that parents can help children cope are then explored, such as explaining death in simple terms while avoiding euphemisms and trying to suppress expressions of grief. These are followed by ways teachers can help, such as being sensitive to how family or holiday activities in the classroom may affect a grieving child. Finally, signs that a grieving child may need extra help are delineated. The Digest concludes with a list of eight children's book titles on death and grief. (Contains 18 references.) (HTH)

The current 9-month school calendar emerged when 85 percent of Americans were involved in agriculture. Today, only about 3 percent of Americans' livelihoods are tied to the agricultural cycle, and air-conditioning makes it possible for schools to provide comfortable learning environments year-round. Noting the National Education Commission on Time and Learning report, which reflected a growing concern about the impact of a long summer break on at-risk students, this Digest examines loss of learning over summer and offers suggestions for addressing the problem. The digest first examines concerns raised by long summer vacations: children learn best when instruction is continuous; the long break affects special needs students, such as those learning English as a second language or those with disabilities; and equity concerns, as higher SES students often return from summer break with considerable educational advantage. The Digest next summarizes research into summer learning loss. Meta-analyses are cited, which found that summer learning loss equaled at least one month of instruction as measured by grade level equivalents on standardized test scores, that summer loss was more pronounced for math facts and spelling--both factual/procedural rather than conceptual learning; and that individual differences among students may also play a role. Finally, the Digest details three approaches to preventing summer learning loss: extended school year, summer school, and a modified calendar that replaces the long summer break with shorter cycles of attendance and breaks. (Contains 15 references.) (HTH)

This document consists of the two 2003 issues of the newsletter of the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE). Each issue contains a feature article and one or more short articles on topics related to early childhood education, calls for papers, announcements about Internet resources, news items about and list of publications from ERIC/EECE, and articles from the Adjunct ERIC Clearinghouse on Child Care. The feature articles are: "Stress and Young Children" (Jan Jewett and Karen Peterson) (Spring) and "ERIC/EECE Closes" (Fall). The Fall issue also excerpts from two ERIC digests: "The Mozart Effect: Myth or Reality?" (Frances H. Rauscher) and "Young Children's Emotional Development and School Readiness" (C. Cybele Raver). A brief article on early childhood terminology (Ron Banks) concludes this issue. (HTH)

This document is comprised of the two issues in volume 5 of "Parent News Offline," a publication of the National Parent Information Network (NPIN) designed to introduced those without Internet Access to the activities and information available through NPIN. The Spring 2003 issue contains the following articles: (1) "Summer Academic Programs" (Anne S. Robertson); (2) "Summertime: Safety First" (Peggy Patten); (3) "Student Mobility and Academic Achievement" (Russell W. Rumberger); and (4) "School Placement Decisions" (Saran Donahoo). The Fall 2003 issue contains the following articles: (1) "Parent-School Partnerships and NCLB" (Anne S. Robertson); (2) "Children and Grief" (Nancy McEntire); (3) "Volunteer School-Parent Groups Find Renewed Relevance" (Anne S. Robertson); and (4)"Making Homework Work" (Peggy Patten). (HTH)

One notable gap in the evolving literature on bullying and victimization during early adolescence is the role that peers play in promoting such behavior by either reinforcing the aggressor, failing to intervene to stop the victimization, or affiliating with students who bully. This Spanish-language Digest looks at the limited research available on the role of the peer group in bullying to learn more about how bullying and victimization might emerge or continue during early adolescence. The Digest notes definitions of bullying, research on changes in the function and importance of the peer group at early adolescence, evidence that peers play an instrumental role in bullying and victimization even at the elementary school level, and research on the dynamics of needing to "fit in" during transition to middle school. Factors such as age and sex on the influence of peer group on bullying are also examined. The Digest concludes by noting that it cannot be assumed that bullying among young adolescents is a simple interaction between bully and victim; rather there are groups who support and sometimes participate in this behavior. (Contains 23 references.) (HTH)

It is generally agreed that because so much basic early learning occurs through interactive experiences when children are very young, the quality of teacher-child interactions contributes substantially to effects of group care and preschool education on children. Thus it is important to know if specialized teacher education in early childhood education is related to teachers' effectiveness on the job. This Spanish-language Digest discusses the research on general and specialized education as factors in teachers' interactions with children. The digest notes considerable evidence that specialized training is indeed related to the quality of teachers' interactions with children. The Digest also notes studies indicating different results of specialized training for infants/toddlers compared to preschoolers, and calls for more specific research to clarify existing studies. (Contains 15 references.) (HTH)

Traditionally, stress has been defined in terms of its source (internal, such as hunger, pain, sensitivity to noise and external, such as separation from family, change in family composition, exposure to conflict or violence). Although the research literature tends to focus on the impact of single-variable stressors on children's development, in real-life situations, children experience stress from multiple sources. This Spanish-language Digest discusses how children experience and adapt to stress, and offers suggestions to teachers and parents on preventing and reducing children's stress. The Digest addresses the following questions: (1) "How vulnerable are young children to stress?" (2) "How do children experience stress?" (3) "How does stress manifest itself in children?" and (4) "How do children adapt to stress?" The Digest concludes with suggestions for parents and teachers such as providing supportive environments where children can play out or use art materials to express their concerns; help children recognize, name, accept, and express their feelings appropriately; teach children relaxation techniques; and practice positive self-talk skills. (Contains 17 references.) (HTH)

Concern about the quality of infant-toddler care programs has grown recently in response to two factors. The first is the need of employed parents for such care, and the second is research emphasizing the importance of brain development in the early years. This Spanish-language Digest introduces some of the many issues related to the quality of infant-toddler care. The Digest discusses the variables used to measure quality in infant-toddler programs. Next the Digest examines research on child outcomes: aggression, longitudinal effects, and regulated care. Finally, effects of other variables in infant-toddler care quality are considered, including length of stay, and age of entry. The Digest concludes by noting that choice of high-quality care is critical for children's optimal development and that the research may sharpen public demand for caregiver training that will ensure quality. (Contains 17 references.) (HTH)

Traditionally, stress has been defined in terms of its sourceinternal, such as hunger, pain, sensitivity to noise; and externalseparation from family, change in family composition, exposure to conflict or violence. Although the research literature tends to focus on the impact of single-variable stressors on children's development, in real-life situations, children experience stress from multiple sources. This Digest discusses how children experience and adapt to stress, and offers suggestions to teachers and parents on preventing and reducing children's stress. The Digest addresses the following questions: (1) "How vulnerable are young children to stress?"; (2) "How do children experience stress?"; (3) "How does stress manifest itself in children?"; and (4) "How do children adapt to stress?" The Digest concludes with suggestions for parents and teachers such as providing supportive environments where children can play out or use art materials to express their concerns; help children recognize, name, accept, and express their feelings appropriately; teach children relaxation techniques; and practice positive self-talk skills. (HTH)

The National Council of Teachers of Mathematics recently published "Principles and Standards for School Mathematics." For the first time, these new standards include pre-kindergarten standards, while outlining the mathematics that children should learn as they progress through school. The standards present a broad view of what mathematics is and can be for young children--a view that early childhood educators implementing developmentally appropriate practices can use. This Spanish-language digest discusses the latest mathematics standards for young children and how teachers can use developmentally appropriate practices to help children meet these standards. The digest points out that "Principles and Standards for School Mathematics" identifies both content and process standards. The content standards are organized into several areas: (1) number and operations; (2) geometry; (3) measurement; (4) data analysis and probability; and (5) algebra. The process standards set out in "Principles" are congruent with developmentally appropriate practice and include the following: (1) problem solving; (2) reasoning and proof; (3) communication; (4) connections; and (5) representation. Teachers' questioning techniques--including those intended to help children understand concepts, hypothesize, and generate interesting questions--can help children appreciate the mathematics that surrounds them. The digest cautions that in our eagerness to help children meet the standards, we must take care not to use instructional methods that give the appearance of high math achievement but that, in fact, interfere with real growth in understanding. The digest concludes by noting that the most effective way to meet standards is to work toward them by beginning wherever the child is--any other strategy simply wastes the child's time and prevents the development of the essential foundational understandings and skills needed for future success. (Contains 18 references.) (LPP)

School-age children between the ages of 5 and 14 spend up to 80% of their time out of school. These hours represent an opportunity to help children grow and acquire important social, emotional, cognitive, and physical skills and to help them develop lifelong interests. This time can also be used to provide support for the academic challenges faced by children each day in school. Out-of-school time programs provide opportunities for young adolescents to learn skills that are not usually acquired in school, such as athletic and artistic performance skills. Programs may also extend and enrich academic skills by enabling participation in a debate club or computer club. This Spanish-language Digest examines two broad categories of enrichment programs--extracurricular and academic enrichment--and describes specific programs, such as the Art Moves Us program in Santa Fe, New Mexico, and LA's BEST in Los Angeles, California. The Digest also discusses program funding opportunities and gives examples of specific programs such as the MOST Initiative in Boston, Chicago, and Seattle. (Contains 11 references.) (LPP)

Because of the variation in support for literacy development in different homes, many children need high-quality preschool and school environments and excellent primary instruction to be sure of reading success. This Spanish-language Digest discusses the research on preschool literacy environments and their contributions to reading skills development. The overall quality of a child care program has been found to be an important determinant of positive effects on language and preliteracy skills. Studies that have focused on the language environments in preschool classrooms suggest that the quality of adult-child discourse is important, as is the amount of such interaction. Modest enhancements of the quality of classroom experiences show positive effects on children's language development and preliteracy skills. Given the pervasive evidence of differences in language and emergent literacy skills associated with class, culture, and linguistic background, it is heartening that preschool has been shown to benefit children's performance in school. (Contains 23 references.) (LPP)

One notable gap in the evolving literature on bullying and victimization during early adolescence is the role that peers play in promoting such behavior by either reinforcing the aggressor, failing to intervene to stop the victimization, or affiliating with students who bully. This Digest looks at the limited research available on the role of the peer group in bullying to learn more about how bullying and victimization might emerge or continue during early adolescence. The Digest notes definitions of bullying, research on changes in the function and importance of the peer group at early adolescence, evidence that peers play an instrumental role in bullying and victimization even at the elementary school level, and research on the dynamics of needing to "fit in" during transition to middle school. Factors such as age and sex on the influence of peer group on bullying are also examined. The Digest concludes by noting that it cannot be assumed that bullying among young adolescents is a simple interaction between bully and victim; rather there are groups who support and sometimes participate in this behavior. (HTH)

Concern about the quality of infant-toddler care programs has grown recently in response to two factors. The first is the need of employed parents for such care, and the second is research emphasizing the importance of brain development in the early years. This Digest introduces some of the many issues related to the quality of infant-toddler care. The Digest discusses the variables used to measure quality in infant-toddler programs. Next the Digest examines research on child outcomes: aggression, longitudinal effects, and regulated care. Finally, effects of other variables in infant-toddler care quality are considered, including length of stay, and age of entry. The Digest concludes by noting that choice of high-quality care is critical for children's optimal development and that the research may sharpen public demand for caregiver training that will ensure quality. (HTH)

It is generally agreed that because so much basic early learning occurs through interactive experiences when children are very young, the quality of teacher-child interactions contributes substantially to effects of group care and preschool education on children. Thus it is important to know if specialized teacher education in early childhood education is related to teachers' effectiveness on the job. This Digest discusses the research on general and specialized education as factors in teachers' interactions with children. The digest notes considerable evidence that specialized training is indeed related to the quality of teachers' interactions with children. The Digest also notes studies indicating different results of specialized training for infants/toddlers compared to preschoolers, and calls for more specific research to clarify existing studies. (Contains 15 references.) (HTH)

Noting that growing evidence indicates that high-quality preschool child development programs contribute to the short- and long-term development of children living in poverty, this Digest summarizes recently reported experimental and quasi-experimental studies of Head Start and similar programs. Recently reported experimental studies include those of the Head Start Comprehensive Child Development Program, the Early Head Start program, the Even Start Family Literacy Program, and the Carolina Abecedarian Project. Quasi-experimental studies include the Head Start FACES project as well as studies of North Carolina's Smart Start program, Head Start, and the Chicago Child-Parent Centers. Findings of short-term studies question the value of case management as part of early childhood programs, provide guarded support for infant-toddler programs, and report that programs for 4-year-olds contribute to children's readiness to enter school and remain on grade. Long-term studies have found evidence of good preschool programs improving high school graduation rates and reducing the criminal activity of certain categories of participants. (Contains 16 references.) (KB)

As teachers, researchers, and policy makers strive to ensure that all children enter school "ready to learn," no question is more pressing than: "What is the best approach for teaching young children?" This digest discusses the existing knowledge base on the differential effects of various approaches to early education. The digest first summarizes early empirical studies and longitudinal follow-up, showing that to the extend that there are any differences across prekindergarten programs at the beginning of elementary school, they tended to favor the more teacher-directed approaches; yet in the long term, children in the child-centered programs fared at least as well or better. This review also highlights the success of Montessori models studied. The digest then reviews more recent research linking specific instructional variables to developmentally appropriate instructional practices. This review also notes that motivational outcomes also vary as a function of preschool practices. Next, the digest calls for new instructional paradigms, noting that the simple dichotomy between child-centered and teacher-directed approaches is not adequate for characterizing the complexity of early childhood instructional practices, and further research combining direct instruction with high nurturance is needed. The digest concludes by asserting that new instructional approaches must include (1) the interplay among emotions, social understanding, and cognition within the child; (2) factors within the classroom such as socioemotional climate and the teacher-child relationship; and (3) the larger context of school, family, and community. (Contains 17 references.) (HTH)