COVID-19
- American Rescue Plan Act (ARP Act)
- ARP Act Supplemental Funding
- Stabilization Grants
Early Childhood Program Design and Management
- Cultural and Linguistic Responsiveness
- Community Assessment and Collaboration
- Laws, Regulations, and Governance
- Program Self-Assessment/Materials Checklists
- Management Practices
- Child Care Center
- Family Child Care
- Fiscal Management
- Human Resources
- School-Age and Out-of-School Time
- New Programs
- Program Design
- Program Planning
- Program Startup
- Staffing and Professional Development
PDG Program Design
- Sustainability Plan
- Governance
- Evaluation Plan
- Dissemination Plan
- Data Systems
Equal Access to Child Care
- Assessing Market Rates and Child Care Costs
- Alternative Methodologies
- Market Rate Surveys
- Payment Practices
- Absence Policies
- Generally Accepted Payment Practices
- Sliding Fee Scale Structure
- Setting Payment Rates
- Determining Equal Access
- Tiered Rates or Add-Ons
- Supply Building Strategies
- Children With Disabilities
- Contracts or Grants
- Homeless
- Infants and Toddlers
- Nontraditional-Hour Care
Family Engagement and Consumer Education
- Family Engagement and School Readiness
- PFCE Framework/Family Engagement Outcomes
- Relationship-Based Practice
- School Readiness
- School-Age/Out-of-School Time Family Engagement
- Your Child's Readiness for School
- Informing Child Care Consumers
- Annual Reports
- Consumer Education Website
- Family Friendly Outreach
- Processes for Licensing Child Care
- Provider Information
- Supports and Services for Families
- Building Economic Mobility
- Social-Emotional/Behavioral/Mental Health
- Relationship-Based Practice
- Pregnant Women and Expectant Families
- Measuring What Matters
- Immigrant and Refugee Families
- Financial Assistance Programs
- Father Engagement
- Family Literacy
- Engaging Diverse Families
- Cultural and Linguistic Responsiveness
Program Integrity and Accountability
- CCDF Data Management and Reporting
- Procedures and Systems
- CCDF Prevention and Detection of Fraud
- Policy, Procedures, and Systems
- Strengthening Internal Controls
- CCDF Program Integrity
- Policy, Procedures, and Systems
- Prevention and Reduction of Errors
Promoting Children's Development
- Afterschool and Summer Enrichment/Out-of-School Time
- Child and Youth Growth and Development
- Cognitive Development
- Physical Development
- Social-Emotional Learning
- Summer Learning
- Developmental Screenings and Assessments
- Screening and Assessing Diverse Children
- Early Learning and Development Standards
- Alignment of ELGs with Other Standards
- Development of ELGs
- Early Learning Outcomes Framework
- Implementation or Application of ELGs
- Infant and Toddler Development and Care
- Brain Development
- Curriculum
- Early Learning
- Engaging Interactions and Environments 0-3
- Individualizing
- Learning Environments
- Screening, Assessment, Evaluation, Observation
- Language Development
- Planned Language Approach
- Preschool Development, Teaching, and Learning
- Developmentally Advanced Children
- Dual Language Learners
- Engaging Interactions and Environments
- Individualizing
- Ongoing Child Assessment
- Research-Based Curricula and Teaching Practices
- Screening
- Transition to Kindergarten
- Supporting Children With Disabilities
- Disability Service Plans
- Family Engagement
- Health and Safety
- Identification of Children With Disabilities
- Individualization
- Policy
- Program Planning
- Recruitment and Enrollment
- Services to Children With Disabilities
- Staff Support and Supervision
- Transitions
- Supporting Children's Social-Emotional/Behavioral and Mental Health
- Adverse Experiences/Toxic Stress
- Challenging Behavior
Protecting Children's Health and Safety
- Health and Safety Requirements and Standards
- Building and Facility Requirements
- Child Abuse and Neglect Reporting
- Child-Staff Ratios and Group Sizes
- Criminal Background Checks
- Family/Group Child Care Home Requirements
- Infant/Toddler Care Requirements
- Licensing Exemptions
- Provider/Staff Requirements and Qualifications
- Requirements for the Care of Children
- School-Age/Out-of-School Time Requirements
- Licensing Administration
- Caseloads/Staffing Patterns/Quality Assurance for Monitoring
- Consumer Information and Websites
- Licensing Policies/Structure of Regulatory Agencies
- Qualifications and Training of Monitoring Staff
- Use of Technology and Data Systems
- Monitoring and Enforcement
- Enforcement Tools and Policies
- Investigations
- License-Exempt CCDF Providers
- Monitoring for Compliance
- Supporting Health and Wellness
- Health Literacy and Family Engagement
- Health Services Management
- Healthy, Active Living
- Mental Health Services
- Nutrition
- Oral Health
- Physical Health
- Protecting the Safety of Children
- Safety and Injury Prevention
- School Readiness
- Emergency Preparedness
- Preparedness
- Public Health Emergencies
- Recovery
- Response
- Supporting Families
Quality Improvement
- Data Collection and Evaluation
- Data Systems
- System Evaluation, Validation, and Review
- Financial Incentives for Quality Improvement
- Cost of Quality for Providers
- Parent Incentives
- Practitioner Incentives
- Program Quality Bonuses/Awards
- Tiered CCDF Payment Tied to Quality
- Program Quality Standards
- Application of Standards
- Content of Quality Standards
- Family Child Care
- Infants and Toddlers
- School-Age/Out-of-School Time
- Structure of Rating System
- Provider Supports for Quality Improvement
- Operation of a CCR&R
- Professional Development
- TA, Consultation, Mentoring, and Coaching
- Quality Assurance and Monitoring
- Coordinated Monitoring Processes
- Data Systems
- Monitors, Raters, and Assessors
- Program Quality Assessment Tools
- Quality Monitoring Policies
- System Evaluation, Validation, and Review
- System Planning and Implementation
- Outreach and Participation
- Provider and Quality Information
- Structure of Quality Improvement Systems
- System Financing
- Outreach and Consumer Education
- Expanding Participation in QRIS
- Outreach to Diverse Populations
- Provider and Quality Information
Stable Financial Assistance to Families
- Continuity of Care
- Policy and Practice
- Prioritizing Vulnerable Children and Families
- Families Experiencing Homelessness
- Protection for Working Parents
- 12-Month Eligibility
- Family Contribution to Payment
- Job Search
- Prevent Disruption of Work
- Eligibility Policies
- Fluctuation in Earnings
- Graduated Phase-Out
Leadership and Coordination
- Early Head Start - Child Care Partnerships
- Regulations and Standards
- Parent, Family, and Community Engagement
- Maintaining Successful Partnerships
- Layering of Funds
- Implementation Planners/Fiscal Consultants
- Human Resources
- Fiscal Issues
- Family Child Care Partners
- Comprehensive Services
- Recruit, Engage, and Coordinate With Stakeholders
- CCR&R Agencies
- Child Welfare Partners
- Early Childhood Partners
- Health and Wellness Partners
- Out-of-School Time Organizations
- Partners Serving Homeless Children
- State and Local Education Agencies
- TANF Partners
- Tribes and Tribal Organizations
- System Financing
- CCDF Funding
- Layering of Funds
- CCDF Governance and Leadership
- Capacity Building
- Systems Building
- State/Territory Needs Assessment
Professional Development
- Core Knowledge and Competencies (CKC)
- Specialized Competencies
- School-Age/Out-of-School Time
- Relationship-Based Competencies
- Infants and Toddlers
- Cultural and Linguistic Competencies
- CKC Planning and Implementation
- Practice-Based Coaching
- Engaging in Focused Observation
- Planning Goals and Action Steps
- Providing Feedback on Teaching Practices
- Professional Development Systems
- Cost Estimation and Analysis
- Registries
- Resources for Building Systems
- State Systems
- Reflective Supervision and Practice
- Strategies and Tools
- Training and Professional Development Requirements
- Early Learning Guidelines
- Family Engagement Guides
- Health and Safety Topics
- Identifying and Serving the Homeless
- Promoting Development of Children
- Responding to Challenging Behaviors
- School-Age/Out-of-School Time
- Strengthening Business Practices
- Compensation, Benefits, and Access to Professional Development (PD)
- Recruiting and Retaining Providers
- Meeting the Needs of Diverse Providers
- Career Pathways
- School-Age/Out-of-School Time Credential
- Infant/Toddler Workforce
- Infant/Toddler Credential
- Credentials
- Alignment of PD
- Workforce Data
- Infants and Toddlers
- School-age
Other
View COVID-19 resources for CCDF Lead Agencies, providers, and families. Learn about provider eligibility for the COVID-19 vaccination.
