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Early Care and Development
National/Federal Initiatives and State Policies

Quality early childhood practices, well implemented and supported, can benefit all children. This section provides the broad context of early childhood care and education in the United States. Referenced are national and state initiatives that are creating increased opportunities for all young children - including those with disabilities and their families - to benefit from community-based and publicly supported programs. This site is arranged by the following categories:

• The National Context
• State Early Childhood Policies and Initiatives
• Major Publications Synthesizing Early Development and Education

The National Context

The importance of supporting and promoting the learning and development of all children before they enter school and of engaging their families as partners in this endeavor receives attention almost daily in the media and from policy decision-makers.

• National summits and conferences have brought together educators, child development authorities, families, and policy makers to focus on the learning and development of young children.
• Listening and Learning about Early Learning Tour Spring 2010
• National Summit on America’s Children May 22, 2007 (Highlights) (PDF: 203kb)
• Early Childhood Educator Academies 2002-2003
• White House Summit on Early Childhood Cognitive Development July, 2001
• Race to the Top-Early Learning Challenge (RTT-ELC) Grant Competition
  
  The U.S. Departments of Education and Health and Human Services announced the winners of the Race to the Top-Early Learning Challenge (RTT-ELC) grant competition on December 16, 2011. Nine states - California, Delaware, Maryland, Massachusetts, Minnesota, North Carolina, Ohio, Rhode Island and Washington - were selected to receive a four-year grant from the $500 million RTT-ELC fund. The U.S. Department of Education’s RTT-ELC Web site has links to rankings, scores, and applications with reviewers’ comments. The goal of the RTT-ELC is to better prepare more children with high needs for kindergarten.
• Elementary and Secondary Education Act
  
  Preparations for reauthorization of the Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind, have included discussions on how to incorporate early childhood into federal policies for the K-12 system.

  • Hearing on ESEA Reauthorization and Early Childhood Education
    (May 25, 2010) Convened by the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee.
• Good Start, Grow Smart (GSGS) Early Learning Initiative
  GSGS was created in 2002 to ensure that all young hildren enter kindergarten with the skills they need to succeed. The goals include: (1) partnering with States to improve early childhood education through early learning guidelines, professional development, and program coordination; (2) strengthening Head Start; and (3) providing information based on scientific research to teachers, caregivers, and parents.
• Affordable Care Act (ACA) Maternal, Infant, and Early Childhood Home Visiting Program (May 2010) (PDF: 31kb)
  
  In May 2010, the Health Resources and Services Administration (HRSA) and the Administration on Children and Families (ACF) at the U.S. Department of Health and Human Services (HHS) released introductory materials related to the new Maternal, Infant, and Early Childhood Home Visiting Program, which was created as part of the Patient Protection and Affordable Care Act. The grant notice was posted on 06/10/2010. See also, Home Visiting Evidence of Effectiveness (HomVEE), a comprehensive review of the evidence base for home visiting programs, which will be used to help inform the Maternal, Infant, and Early Childhood Home Visiting Program
• PEW Charitable Trusts: Pre-Kindergarten Initiatives
  
  Promotes the development of fact-based policies that enable young children as well as older ones to succeed in school and in life. Below are programs with a focus on early education:

  • National Institute for Early Education Research (NIEER) at Rutgers University - Supports early childhood education initiatives by providing objective, nonpartisan information based on research.
  • Pre-K Now - Supports universal voluntary access to high-quality pre-kindergarten at both the national and state levels. This initiative collaborates with advocates and policymakers to lead a movement for high-quality pre-kindergarten for all three- and four-year olds.
  • Pew Home Visiting Campaign - Launched in April 2010, this campaign will promote smart state and federal investments in evidence-based, voluntary home visiting programs for new and expectant families.
• National Governors Association, Center for Best Practices
  
  The NGA's Center for Best Practices supports the work of governors, their policy advisors and others leading efforts to promote school readiness by building a comprehensive system of services for children ages birth to five.
• The Build Initiative
  
  Assists state leaders in planning and implementing a comprehensive early childhood "system of systems" that crosses policy domains. The aim is to prepare young children aged birth - five to succeed by helping their families access high quality early learning programs, family and parenting support, early intervention services for children with special needs, and comprehensive health, mental health and nutritional services.

State Early Childhood Policies and Initiatives

Most states have early childhood policies and initiatives in place that are meant to promote healthy development and school readiness, so children have a better chance of later success in school and beyond. NECTAC's Web page of Early Childhood Data Sources provides links to a variety of state policies, data, and initiatives related to early childhood care and education.

Major Publications Synthesizing Early Development and Education

• Center on the Developing Child: Reports and Working Papers (various dates, 2004 - present) Center on the Developing Child at Harvard University - These reports and working papers summarize findings from the research on the developing brain and emphasize the importance of using science to promote the healthy development of all children, especially those whose prospects are compromised by adversity.
• From Neurons to Neighborhoods: The Science of Early Childhood Development (2000) National Academies Press - This report discusses the evidence on nature-versus-nurture, the impact of family, child care and the community on child development, how politics impact programs for children, the costs and benefits of intervention and more.
• Eager to Learn: Educating our Preschoolers (2000) National Academies Press - This publication presents a comprehensive, cross-disciplinary synthesis of the theory, research and evaluation literature relevant to early childhood education.

NECTAC is a program of the FPG Child Development Institute of UNC-CH