SEARCH FOR RESOURCES
This report provides an overview of policies for Home-Based Child Care (HBCC). Child Trends scanned all 50 states and D.C. to explore HBCC policies on licensing, subsidy, QRIS, and funding. The goal of the report is to highlight states that might be good case studies for supportive policies for HBCC.
The National Summer Learning Association has provided more than 40 webinars called the Voices of Summer Webinar Series. The webinars were held between spring 2019 and spring 2021. Presenters include national thought leaders, program providers offering promising practices, and researchers. Topics cover a broad range including the design of hybrid programs, outdoor exploration, good nutrition, fundraising, STEM, SEL, summer youth employment, and culturally-responsive practices.
This NCASE practice brief explores challenges and promising practices to support school-age children in accessing high-quality experiences in home-based child care (HBCC). Supporting HBCC has become increasingly important during the pandemic, as families rely more on this type of care, often for more hours per day and with the additional need to gain knowledge and resources to help children engaged in distance learning.
This document is available in Spanish.
Early childhood mental health consultation (ECMHC) is an increasingly popular strategy for improving early childhood classroom climates and reducing suspensions and expulsions. This webinar explores findings from a recent research report from Yale Child Study Center on Ohio's Early Childhood Mental Health Consultation system. Classrooms that received ECMHC showed improvement in factors such as classroom climate, SEL, and how challenging behaviors are framed compared to classrooms that did not have ECMHC.
This issue brief identifies policy opportunities to strengthen school-age child care, based on findings drawn from a literature review, case studies of five afterschool programs, and inputs from experts in the field. It includes strategies to support working families, strengthen the quality of child care settings, scale supports for social-emotional and behavioral health, address unmet need, and pursue sustainable cross-sector financing strategies. This resource supports the COVID-19 response.
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services. It also identifies ways to drive equity-based systems change by reviewing licensing and QRIS, and through more diverse leadership.
This resource supports the COVID-19 response.
This webinar series explores how insights from the science of learning and development can help advance anti-racist and equitable learning in both schools and OST environments. Webinars feature thought leaders in education and informal education, as well as school and program leaders. Topics include: (1) Impact of racism and white supremacy on learning and development; (2) Equitable learning environments and education practices; (3) An education policy agenda to be actively anti-racist; and (4 and 5) accelerating equity for all learners in all settings. This resource supports the COVID-19 response.
The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families. There is need to address access issues given that only a small fraction of centers provide NTH care and only one-third of family child care providers. In addition, public funds aren't often available for NTH care.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality. The report found that most cities sustained their systems, and that the proportion of cities that had adopted all three system components increased from 29% in 2013 to 40% in 2020.