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This short-form product describes the value of competency frameworks and competency-based professional development for infant/toddler teachers and caregivers.
Read a summary of research about how the COVID-19 pandemic affected child care and early education programs and the families they serve in the first year of the pandemic.
This brief discusses what we learned about using financial incentives from studying the experience of two employment coaching programs serving adults with low incomes that offered financial incentives.
This White paper from the Assessing the Implementation and Cost of High-Quality Early Care and Education project presents results from an experiment of tokens of appreciation to support survey response among staff in child care and early education centers
This descriptive evaluation aims to assess the promise of the BSC framework for addressing challenges in child welfare, including strengthening father and paternal relative engagement.
This practitioner-focused brief provides strategies learned from the Understanding Children’s Transitions from Head Start to Kindergarten (HS2K) project’s collective work and real-life examples of how Head Start programs and Local Education Agencies (LEAs) work together to support kindergarten transitions.
This brief describes the process used to gather input for a future child support learning agenda and summarizes the key themes in questions identified during workshops with federal staff and external experts. This brief is useful for practitioners and researchers interested in potential directions for building evidence on child support services. The methodology may be of interest to organizations seeking to engage federal and external experts to inform a learning agenda.
This chartbook uses data from the 2019 National Survey of Early Care and Education Center-based Survey and 2019 National Survey of Early Care and Education Workforce to describe classrooms with young children.