- Advancing Equity Through Strengths-Based Research
April 19, 2021
This webinar focuses on utilizing a strengths-based research approach to promote equity within the early care and education field.
- 2022 Young Scholars Program Call for Proposals
April 13, 2021
The Foundation for Child Development is currently accepting proposals for its 2022 Young Scholars Program (YSP). YSP supports scholarship for early-career researchers.
- We Condemn Anti-Asian Violence and Hate
March 23, 2021
The horrifying mass murders that occurred in Atlanta, Georgia last week are a painful reminder of the recent rise in anti-Asian violence in America.
- Peer Interaction has the Power to Strengthen Professional Development for Early Childhood Educators
March 9, 2021
Foundation for Child Development Grants in Action New, York, NY — New research by New York University finds that a combination of formal and informal professional development (PD) for early childhood educators has the potential to strengthen New York City’s early care and education (ECE) workforce.
- Research Evidence for Social Justice
January 26, 2021
In 1965, the Reverend Dr. Martin Luther King, Jr. told a crowd in Selma, Alabama that the waiting time for social justice should not be long because “no lie can live forever.” On January 6, 2021, the act of insurrection at the U.S. Capitol, demonstrated that as long as a lie lives, no one is free — not even the men and women of the U.S. Congress.
- Grantee Spotlight: The RISER Network is Shifting the Narrative About Black Children
December 16, 2020
A new network of scholars is working to change the narrative about Black children in research.
- New Research on the Early Care and Education Workforce
December 8, 2020
The Early Educator Investment Collaborative recently announced the launch of three new research reports that provide a nationwide analysis of trends, gaps, and opportunities facing early educator preparation programs and state competency and compensation policies.
- Equity is Advanced When Principles for High-Quality Early Learning are Developmentally Appropriate, Culturally Relevant, and Linguistically Responsive
November 10, 2020
Foundation for Child Development Grants in Action New, York, NY — New research from The City College of New York (CUNY) and Teachers College at Columbia University illustrates seven principles of practice that offer an expanded definition for “high-quality early learning.” They recognize the promise and possibility of children’s lives, ensuring that the lived experiences of those who have historically been underserved and the growing numbers of multilingual children and children of color in our country are represented in their learning environments.