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This site links to critical information and supports, including HHS-ACF resources such as guidance for preparing workplaces and helping communities know mitigation strategies, and a summary of child care provisions under the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
The Office of Child Care posted this document on March 13, 2020 to provide answers to a number of questions that stakeholders may have in response to the circumstances surrounding COVID-19. The topics include payment to providers, regulatory oversight, and eligibility for CCDF subsidy. This resource supports the COVID-19 response.
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of resources sharing strategies for addressing adverse childhood experiences (ACEs) in out-of-school time (OST). 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 transition to kindergarten is an important milestone in a young child’s life. While this transition is often accompanied by much excitement and anticipation, it can also bring uncertainty and anxiety as children face changes on multiple levels.
This issue brief explores youth engagement in out-of-school time through a review of studies on out-of-school time attendance and participation by middle and high school students. It identifies promising practices for cognitive, behavioral, social, and emotional engagement that are essential for achieving positive outcomes. It includes program-level examples from four states.
This series of 18 fact sheets summarizes data about state QRIS systems and includes state examples that can be helpful for state system planners building QRIS systems.
Once young children reach school age, parents often think the challenge of finding quality child care is behind them. However, many working parents come to realize that finding quality child care for their school-age children can be just as challenging, if not more so.
This snapshot summarizes key concepts about self-regulation development and intervention for elementary-aged children for teachers, afterschool providers, and families and is one of a series of six across the developmental spectrum.
This issue brief identifies four important things to know about the transition to school, and it also mentions the transition that children and families experience to out-of-school programs: (1) transition is a matter of equity; (2) a smooth transition to school makes a difference for children's outcomes; (3) families play an important role in the transition to school; and (4) it's all about re
This brief shares findings from a series of focus groups with family child care providers supporting mixed-age groups of children. &n