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 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 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.
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.
This report discusses the components of strong continuous quality improvement systems, emphasizing ways to safeguard and sustain such systems. It shares lessons learned from afterschool quality system leaders who took part in a multi-year Wallace-funded initiative for cities.