The Center for American Progress has released a new report, “Emerging State and Community Strategies to Improve Infant and Toddler Services.” The report makes policy recommendations for financing and aligning infant-toddler services and includes examples of both state and community initiatives that target high-needs neighborhoods.
Decades of research on brain development and outcomes from early learning interventions have clearly demonstrated that children thrive when they have consistent access to high-quality early childhood programs starting at birth or even before and continuing until they enter kindergarten. Yet too often, programs that target young children provide services in isolation, are underfunded, and fail to meet the needs of all eligible families. Creating a continuum of services that are intentionally aligned to reach children for as long as possible can help ensure that early childhood services and programs effectively support all aspects of young children’s healthy development.
Also see Eye on Early Education’s piece on the Massachusetts Reading Corps:
“But are we really meeting the needs of the people we’re serving?”
That’s what Shannon Langone wanted to know in 2007 when she started working for the AmeriCorps program at Springfield College.
“What can we do that we know will work?” she wondered and set out to find ways to make a measurable difference for school children.
She found an answer in the Midwest: the Minnesota Reading Corps.
And as another indication of the growing recognition of the importance of social-emotional skills: