- 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.
- First Large-Scale Study Finds Child Care, Coupled with Infection Mitigation Efforts, is Not Associated With Spread of COVID-19
November 2, 2020
Foundation for Child Development Grants in Action New Haven, CT (October 14, 2020) — Amidst ongoing debates over the safety of schools and child care, researchers at Yale University collaborated with Child Care Aware of America to conduct the first-ever large-scale assessment of the risk of working in child care during the COVID-19 pandemic.
- Impact of COVID-19 on Essential Family Child Care Industry Revealed in New Research From Erikson Institute
November 2, 2020
Foundation for Child Development Grants in Action Chicago, IL (October 29, 2020) — Erikson Institute has released a new report from its Herr Research Center: Family Child Care Providers: Unsung Heroes in the COVID-19 Crisis.
- Early Educator Investment Collaborative Awards Grants in Response to COVID-19
October 5, 2020
Eight-foundation coalition gives $660,000 to groups supporting Black, Indigenous, and Latinx early childhood educators, and policies that improve their livelihoods Foundation for Child Development Grants in Action The Early Educator Investment Collaborative recently announced $660,000 in awards to the Child Care Relief campaign, Raising Child Care Fund, Urban Institute, and Yale University’s Edward Zigler Center in Child Development and Social Policy.