A child's diagnosis with autism spectrum disorder (ASD) can be an extremely stressful time for families. Researchers suggest that the period immediately following ASD diagnosis is a key time for professionals to guide families by providing appropriate information about support options. This article describes a family support program, developed by…

The Individuals With Disabilities Education Act mandates that very young children with disabilities be served through Part C services. Families of young children with disabilities who are also living in poverty are often the primary recipients of these services. To better understand the experiences of families, particularly those living in…

Multi-Tiered Systems of Support (MTSS) is a framework for delivering effective and efficient services and supports to meet the needs of all young children and their families so they can achieve essential developmental and early academic learning outcomes. With this evidence-based planning book and video set, you'll discover how to design,…

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all…

Given the growing numbers of Latino children entering the U.S. educational system, there is a need to understand the ways Latino parents support their children's early education. However, tools used to measure family engagement have been developed primarily with middle-income, English-speaking European American families in the United States. The…

Based on Laura Colker, Derry Koralek, and Diane Trister Dodge's classic book, originally published by NAEYC in 1993, High-Quality Early Childhood Programs offers detailed descriptions of what one should see in high-quality programs (and why) to provide a strong foundation of child development knowledge and principles translated into practice.…

This article describes the experiences of some of the many families of the deaf and hard of hearing children who come to Shared Reading Saturdays at Northern Essex Community College (NECC) in Lawrence, Massachusetts. The program, which includes monthly gatherings and is coordinated by the NECC's Gallaudet University Regional Center, features deaf…

The DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities. "Family: Knowing Families, Tailoring Practices, Building Capacity" is…

In recent years, a new movement to raise awareness about early math learning has been growing in the U.S., driven by research showing that foundational math knowledge is more predictive of later success in school than nearly any other indicator, including literacy. This awareness of the importance of early math has led to an increasing focus among…

We cast our lens on intersectional networks of identity negotiated by young children in immigrant families. Although some scholars discuss identity construction, we reference identity negotiation to capture the active, strategic, and agential work that we witnessed in our study. We begin by synthesizing relevant research on children's identity…

The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Despite its importance, few empirical studies examine kindergarten transition and fewer examine transition from the perspective of multiple stakeholders. The goal of the current study was to…

The brief explains how exposing young children to early math concepts supports their development of reasoning and problem solving skills and later success in and out of school. It describes the unique ways each of five family engagement programs funded by the Heising-Simons Foundation developed, tested, and integrated early math learning into…

The State Family Outcomes Measurement System Framework (S-FOMS) is a framework originally developed by the Early Childhood Outcomes (ECO) Center that identifies seven key components of a high-quality family outcomes measurement system at the state level. This document contains background information about the framework's seven components, 15…

The desire to understand the "home advantage" has spurred a large body of research describing the contribution of differences in family background and parenting styles to school readiness and the achievement gap. Using the National Household Education Survey at two time points provides a fuller picture of the trends in parenting and…

This article describes how a Tulane early childhood mental health clinic provided trauma-informed care for a young, severely maltreated child victim of human trafficking. Effective treatment included two evidence-based therapies and psychiatric care over a span of 2 years. Therapists made decisions about intervention in response to fluctuations in…