NCASE Resource Library
The intent of this report by Child Trends is to build understanding of equity issues that have impacted early childhood education from a historical perspective between 1400 and the present day. It answers the question: How can racial equity be centered in policy and advocacy to support compensation, preparation, and standards?
This issue brief provides a framework that states can use during the COVID-19 crisis to create child care policies that promote equitable access and mitigate the chance that child care closures will be concentrated in low-income and middle-income neighborhoods and rural areas.
COVID-19 has had a major impact on services for children with disabilities, including loss of in-person therapy services like physical therapy and occupational therapy, loss of access to special education accommodations available through schools, and loss of health insurance to cover services for those families now unemployed.
This brief, based on a longer white paper, identifies and summarizes key findings in the existing literature on 12 protective and promotive factors relevant to afterschool.
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities.
This resource offers information on supporting children’s emotional well-being during the COVID-19 public health crisis. It includes recommendations for how to talk to children about the virus and how to promote emotional health through reassurance, routines, and regulation. It also includes links to key organizations that can support children, families, and providers.
On this webinar, four national organizations share national trends and state strategies for use increased Child Care and Development Block Grant (CCDBG) funding and how these funds are making a difference for children, families, and providers.
This issue brief about trauma-informed care brings a strengths-based perspective that emphasizes resilience. There is a review of the signs of trauma, how it impacts trauma and how to practice trauma-informed care using the Four Rs: realizing the widespread nature of childhood trauma, recognizing the symptoms, responding by adjusting policies and practices, and resisting re-traumatization.
This report summarizes findings of a Child Trends survey to learn how states are using the additional federal funds to expand services for eligible children and implement CCDBG Reauthorization requirements.
This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development.