“From Crib to Classroom: Developing Language and Skills for Reading”, is a fact sheet based on a presentation by Dr. Kathy Hirsh-Pasek, Temple University Lefkowitz Professor of Psychology and Director, Infant Language Laboratory.
A presentation by Kathy Hirsh-Pasek, Ph.D. of Temple University given at the Annual Birth to Five Policy Alliance National Meeting and Peer Advocate Roundtable. July 19, 2011 in Chicago, Il.
This brochure highlights the importance of coordinated and longitudinal data systems and what states can do to start building them to inform continuous improvement in early care and education.
A new white paper from the Early Childhood Data Collaborative makes the case for why states should build longitudinal data systems for early care and education, describes the ten fundamentals of a coordinated system with state examples, and provides guidance on how to ensure appropriate access to data, which includes building the capacity for stakeholders to use the data for continuous improvement.
Negative stress at an early age can have a lasting impact on a child’s brain development according to this paper from the National Scientific Council on the Developing Child.
From the National Scientific Council on the Developing Child, an overview of the science of early childhood brain development as it relates to policies and programs that improve outcomes for at risk children.
This piece from the Center on the Developing Child, bridges the disconnect between science and policy in the realm of early childhood development.
Find out how toxic substances can stunt a child’s development in this paper from the National Scientific Council on the Developing Child.
This paper From the National Scientific Council on the Developing Child shows how a child develop and learn from the people the important people in their lives.
Find out how stress and adversity can have a negative impact on early childhood development and how this can be addressed with effective state policies, from the Center on the Developing Child, NCSL and NGA.
A study from CCSSO and Child Trends that explores the developmental disparities between young children ages 0-5 with a low socioeconomic status and their peers.
This brief from the Center on the Developing Child, NCSL and NGA examines the science of a child’s developing brain and discusses the policy implication of the findings.
