SEARCH FOR RESOURCES
This issue brief offers local, state and policy recommendations for meeting the current public health and economic crisis while rebuilding the system for the future. It provides recommendations for child care investments based on understanding the needs of families and providers to increase access and affordability, and health, mental health, and safety. This resource supports the COVID-19 response.
This webinar, the 8th in a series on early childhood education (ECE), is a topical, thoughtful discussion about systemic racism in early childhood education. It addresses the impact of racism on children, families, and child care providers. Although focused mainly on young children, it includes many images of school-age children and the issues raised are relevant to school-age children and school-age child care. Scroll down the web page to find Video #8.
This issue brief outlines steps that public and private sector leaders can guide a comeback effort and build back better following COVID-19. It includes steps such as building real-time data on supply and demand, business coaching and provider-based technology, revisiting quality standards, and new rate setting and payment methods. A companion webinar that features Louise Stoney talking about this work can be found here: https://www.youtube.com/watch?v=K-19yqKHtzc&feature=youtu.be.
This resource supports the COVID-19 response.
This issue brief discusses how families living in racially and economically segregated communities must also cope with the effects of historical trauma and intergenerational racism. It presents specific barriers that African-Americans face in obtaining needed services and mental health supports. It offers tips for overcoming barriers such as ideas for how providers can build supportive relationships. This resource supports the COVID-19 response.
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. It provides an example of how the 5-city Generation Work Initiative has intentionally integrated these two complementary approaches. This resource supports the COVID-19 response.
On June 3, 2020 the National Center on Afterschool and Summer Enrichment (NCASE) hosted the webinar, "Navigating the Transition to Kindergarten and School-Age Care." NCASE was joined by colleagues from the National Center on Early Childhood Development, Teaching, and Learning (NCECDTL) and the National Center on Parent, Family and Community Engagement (NCPFCE).
Participants were introduced to a new NCASE research brief, which provides systems and program level strategies for supporting transitions. They also explored information and resources from NCECDTL and NCPFCE to support successful transitions to kindergarten. They learned about and shared practices and resources to support the kindergarten and OST program transition process.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources focused on supporting school-age children’s social and emotional learning (SEL) in out-of-school time. This publication is part of a series compiling NCASE resources on a particular theme for the benefit of state, territory, and tribal Lead Agencies and their designated networks. The goal is to promote professional development and capacity building. Resources include archived webinars, a practice brief, and a toolkit. The publication also shares questions for reflection and action steps.
This publication features some of the best resources, including webinars, briefs, and toolkits, available in the online NCASE Resource Library, developed for both practitioners and system builders. You can also browse the library for hundreds of other topical materials.
This toolkit includes resources for training on trauma-informed social-emotional learning in the classroom. There is a PowerPoint slide deck, a workshop facilitator guide, and a supplemental handout. It includes information on ACES and trauma, systemic adversity and historical trauma, concrete and evidence-based strategies on trauma-informed strategies, and educator self-care. It can be a helpful resource for those providing training and technical assistance on trauma-informed care. This resource supports the COVID-19 response.
During this webinar, authors from the book, Changemakers! Practitioners Advance Access and Equity in Out-of-School Time, share how they have adapted their practices to continue to support youth, families, and staff during the pandemic. The strategies include needs assessment to learn what will be most helpful, resource distribution, virtual connections with youth, and supports for staff, including staff who are being furloughed. This resource supports the COVID-19 response.