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Head Start, ECEAP & Early Achievers: Pilot project report and reciprocity plan
Washington (State). Department of Early Learning, July, 2013
Olympia: Washington State, Department of Early Learning.

An overview of and findings from a pilot in Washington State to support and coordinate Head Start and Early Childhood Education and Assistance Program (ECEAP) participation in Early Achievers, the state child care quality rating and improvement system

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Head Start/ECEAP reciprocity pilot project: Executive summary
Washington (State). Department of Early Learning, July, 2013
Olympia: Washington State, Department of Early Learning.

A summary of an overview of and findings from a pilot in Washington State to support and coordinate Head Start and Early Childhood Education and Assistance Program (ECEAP) participation in Early Achievers, the state child care quality rating and improvement system

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Housing and early education: Policy opportunities for reducing student mobility
Prall, Ethan,
Boston: Strategies for Children.

A discussion of opportunities for coordinating housing and early childhood policies in Massachusetts

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Implementation of the Hong Kong language policy in pre-school settings
Leung, Cheung-Shing Sam, October, 2013
Early Child Development and Care, 183(10), 1381-1396

In the past, the Curriculum Development Council in Hong Kong [Curriculum Development Council (CDC). (1996). Guide to the pre-primary curriculum. Hong Kong: Government Printer; CDC. (2000). Consultation document: Learning to learn: The way forward in curriculum development. Hong Kong: Government Printer; CDC. (2001). The way forward in curriculum development - Learning to learn: Life-long learning and whole-person development. Hong Kong: Government Printer; CDC. (2006). Guide to the pre-primary curriculum. Hong Kong: Government Printer], has issued a number of consultation documents regarding the overall aims of the twenty-first century and its implementation, particularly in pre-primary education. These documents provide the backdrop for our research on the implementation of language policies in Hong Kong kindergartens. Data were collected via questionnaires, focus group interviews, and classroom observations in pre-school settings. This paper discusses the provision of bilingualism in Hong Kong pre-schools, especially the teaching and learning of English. (author abstract)

Reports & Papers


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Pre-kindergarten and child care coordination initiatives
Child Care State Systems Specialist Network, September, 2012
Fairfax, VA: Child Care State Systems Specialist Network.

To support pre-kindergarten services in midst of budget cuts, States are coordinating services, funds, and efforts with other programs, such as child care, to support working families by offering comprehensive care for their children that is also high quality and supports children's development. The following tables provide examples of pre-kindergarten and child care coordination initiatives and highlights the income eligibility requirements, funding streams, and eligible provider requirements for both programs. (author abstract)

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Quick facts: State/territory coordination activities to support CCDF services
Child Care State Systems Specialist Network, September, 2012
Fairfax, VA: Child Care State Systems Specialist Network.

Child Care and Development Fund (CCDF) Lead Agencies are encouraged to coordinate the delivery of child care/early childhood and school-age services. All CCDF Lead Agencies are required to coordinate with representatives of local government, agencies responsible for public education and health, other Federal, State, local, Tribal, and/or private agencies providing early childhood and school-age services, and agencies responsible for employment services/workforce development. Coordination activities with other entities, such as agencies responsible for licensing, child welfare, the Head Start Collaboration Grants, and the Child and Adult Care Food Program (CACFP) are optional. This quick facts document provides counts of coordination activities reported by CCDF Lead Agencies in section 1.5.1 of the CCDF Plans for FY 2012-2013. It also highlights State coordination activities that promote child welfare and well-being, consumer education, family self-sufficiency, health/safety and licensing, nutrition, professional development, quality improvement, and special needs and inclusion services. (author abstract)

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Quick facts: State/territory coordination plans and designated coordination entities
Child Care State Systems Specialist Network, September, 2012
Fairfax, VA: Child Care State Systems Specialist Network.

Early childhood/school-age coordination plans and designated entities responsible for program coordination within a State/Territory can help Child Care and Development (CCDF) Lead Agencies better coordinate funds and service delivery. Early childhood/school-age coordination plans can help CCDF Lead Agencies fulfill requirements of other programs, while helping stakeholders identify gaps and implement solutions to promote healthy child development. Coordination plans can also be useful tools for driving public policy in the State/Territory. Designated coordination entities can further support CCDF Lead Agencies' efforts of building comprehensive early childhood systems, by encouraging collaboration from a wide array of programs and services in the State/Territory. Coordination entities can facilitate public awareness, including support, by encouraging more public and legislative engagement. These entities can also help establish defined goals to achieve policy change. This quick facts document provides an overview and counts of States/Territories that have early childhood/school-age coordination plans and/or designated coordination entities. (author abstract)

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State child care subsidy policies that support Early Head Start-child care partnerships: A tool for states
Center for Law and Social Policy, 04 April, 2014
Washington, DC: Center for Law and Social Policy.

This tool offers a menu of key subsidy policies that would help children in partnerships get and keep child care assistance and support child care providers in the provision of high-quality infant toddler care. It can be used to identify a state's current child care subsidy policies and strategize what state child care subsidy policy changes could be made, whether to work toward those changes in the short- or longer-term, and whether those changes need state gubernatorial action, legislative action, or an administrative or regulatory change. As states anticipate changes to the federal Child Care and Development Block Grant (CCDBG, also known as the Child Care and Development Fund or CCDF) program--either through new rules promulgated by the federal Office of Child Care (OCC) or through a Congressional reauthorization of CCDBG--this tool also helps forecast how state policies may be required to change as compared to current law. (author abstract)

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What state leaders should know about Early Head Start
Matthews, Hannah, April, 2014
Washington, DC: Center for Law and Social Policy.

This paper reviews 11 key aspects of how the federal Early Head Start program works. Each section includes considerations for state leaders, such as how other state systems relate to a particular aspect of EHS, or what types of policy changes states could consider to better coordinate and leverage EHS resources, including new dedicated funding for EHS-CC partnerships. Each section concludes with links to related online resources. (author abstract)

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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