- High-Quality Pre-K can be Further Strengthened With Greater Support for Multilingual Learners
October 4, 2022
New research finds structural supports needed to reinforce teachers’ existing value for multilingual students in New York City Universal Prekindergarten.
- The Foundation for Child Development Announces Dr. Vivian Tseng as its New President and CEO
August 2, 2022
New York, NY — The Foundation for Child Development (the Foundation) has selected Dr. Vivian Tseng to succeed outgoing President and CEO Dr. Jacqueline Jones in leading the Foundation’s work to support research, policy, and practice that advance the learning and development of young children from birth through age eight.
- Teacher Insights on Early Childhood Assessment
March 1, 2022
New research explores teacher perspectives on assessment in early learning and how assessment practice can be strengthened to improve implementation.
- The Foundation for Child Development Announces a New Manager of Finance and Administration and Three New Appointments to Its Board of Directors
January 20, 2022
NEW YORK, NY — The Foundation for Child Development announced that Ryan Carter has been named the new Manager of Finance and Administration.
- A Time Use Study of Site Support Personnel in NYC’s UPK Program
October 7, 2021
New study highlights the complexity and importance of early childhood education site support personnel in advancing quality program implementation Foundation for Child Development Grants in Action The National Institute for Early Education Research (NIEER) examined the critical role of New York City’s pre-kindergarten (pre-K) site support personnel and what they need to further assist program leaders and educators to provide quality early learning.
- Early Educator Investment Collaborative Awards $10.4 Million in Grants for Early Childhood Teacher Preparation Programs Across the U.S.
June 3, 2021
Six partnerships between institutions of higher education and states or tribal nations will bolster early educator preparation programs, break down systemic barriers to higher education for people of color, and increase financial assistance and compensation for students studying to be early educators.
- 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.
- 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.