All Resources Resources (cont'd)

Inadequacies both in the provision and the quality of early childhood education in the United States are well documented.

States often struggle with two key social goals: the need to promote school readiness for children and the need to support working families given increasing labor force participation among mothers with young children.

Well before formal schooling begins, children’s early experiences lay the foundations for their later social behavior, emotional regulation, and literacy.

Several of Boston’s key business leaders assumed active and very visible roles as advocates for children during the 1996 and 1997 Massachusetts legislative sessions.

You’d have to search far and wide to find someone who thinks we do a decent job measuring poverty.

Common explanations for low wages for early education and care work are inadequate and misleading.

Because nonprofit and voluntary organizations are primary vehicles of citizen action and participation, they serve as important mechanisms to understand how the needs of children can be heard in the policymaking process and how the quality of children’s lives can be improved.

The 2003-2004 Foundation for Child Development Annual Report, Talking the Walk, is the second in our series highlighting a key dimension of our mission: to understand children, particularly the disadvantaged, and to promote their well-being.