Author: Maribel R. Granja

States’ Growing Commitment to Preventing Young Children’s Expulsion from Early Care and Education Programs: RESULTS OF A 50-STATE POLICY SURVEY

  • Post author , , ,
  • Project
  • Publication Type
  • Post date October 12, 2021

This report examines features of states’ expulsion and suspension prevention policies, based on survey responses and interviews with selected states. The results point to the widespread efforts states are making to develop and implement expulsion prevention policies. Features of policies are varied, and include supports for programs (e.g., professional development, early childhood mental health consultation), […]

Early Childhood Education Throughout the COVID-19 Pandemic: The Experiences of Arkansas Educators

  • Post author , , , , ,
  • Project
  • Publication Type
  • Post date May 25, 2021

The COVID-19 pandemic has transformed the experiences of young children and their caregivers over the past year. SRI Education and the National Center on Children in Poverty partnered with the Arkansas Division of Child Care and Early Childhood Education (DCCECE) to examine early care and education programs throughout the COVID-19 pandemic. This brief, which represents the second of two reports, shares […]

How Early Childhood Education Providers Can Use COVID-19 Relief Funds to Establish Lasting Mental Health Supports for Staff and Children

  • Post author , , , ,
  • Project
  • Publication Type
  • Post date May 11, 2021

After more than a year of the COVID-19 pandemic, many young children have experienced disruptions to their daily routines, missed seeing family and friends, mourned the death of loved ones, or felt the strain and uncertainty of economic difficulties. These disruptions and trauma can have lasting effects to children’s social and emotional development and contribute […]

Early Childhood Education During the COVID-19 Pandemic: The Experiences of Arkansas Educators

  • Post author ,
  • Project
  • Publication Type
  • Post date February 22, 2021

This report presents information from surveys and focus groups with Arkansas childcare providers examining how the pandemic has shaped their practices and children’s experiences in early care and education programs. Key findings include: Generally high compliance with Covid-19 related safety restrictions An increase in teacher practices that limit child choice A relationship between teacher practices […]

Supporting Social-Emotional and Mental Health Needs of Young Children Through Part C Early Intervention: Results of a 50-State Survey

  • Post author , , , ,
  • Project
  • Publication Type
  • Post date November 1, 2020

This report examines features of states’ Part C Early Intervention programs that help them identify and serve infants and toddlers with social-emotional delays and mental health conditions. A 50-state survey conducted by the National Center for Children in Poverty and Georgetown University Center for Children and Families asked state Part C Coordinators about their programs’ […]

Young Children in Deep Poverty: Racial/Ethnic Disparities and Child Well-Being Compared to Other Income Groups

  • Post author , ,
  • Project
  • Publication Type
  • Post date October 10, 2020

Nine percent of young U.S. children live in deep poverty, with state rates ranging from 17 percent in Mississippi to 4 percent in Utah. The families of these children have incomes below 50 percent of the federal poverty line, or less than $10,289 for a family of one parent and two children. These figures, based […]

The Voices of Michigan’s Early Care and Education Teachers: Children’s Challenging Behavior, Expulsion, Disparities, and Needed Program Supports

  • Post author , ,
  • Project
  • Publication Type
  • Post date September 6, 2020

Michigan policymakers have a long history of leadership in addressing the social-emotional needs of the state’s infants and young children so that they can learn and thrive in their homes and in early care and education programs. The state’s investments in healthy social-emotional development of very young children include home visiting services by infant mental […]

Helping Early Care and Education Programs Assess Family Engagement Practices and Plan Improvements: Results of the Georgia Family Engagement Planning Tool Pilot

  • Post author , ,
  • Project
  • Publication Type
  • Post date December 1, 2018

Learn about our Improving the Odds for Young Children project. Family engagement is now recognized by early childhood educators as a critical component of early care and education (ECE) programs. This recognition stems from a body of research showing the important role of family engagement in children’s early learning and development. While classroom quality assessments […]

Learning about Young Children’s Challenging Behavior and Impacts on Programs and Families: A State-wide Survey of Virginia’s Early Care and Education Teachers

  • Post author , , ,
  • Project
  • Publication Type
  • Post date December 1, 2018

Learn about our Supporting Young Children’s Mental Health project. This report presents the efforts of leaders in Virginia to learn more about teachers’ experience with children who demonstrate challenging behavior in center-based and home-based ECE settings. These leaders partnered with the National Center for Children in Poverty (NCCP) to design and implement a survey of […]

How States Use Medicaid to Cover Key Infant and Early Childhood Mental Health Services: Results of a 50-State Survey (2018 Update)

  • Post author , , ,
  • Project
  • Publication Type
  • Post date November 1, 2018

Learn about our Supporting Young Children’s Mental Health project. There is now substantial evidence that young children’s mental health plays a critical role in their early learning and school readiness, long-term school success and self-sufficiency, and future health and mental health outcomes. Fortunately, many states are working to strengthen supports for infants’ and young children’s […]