The National Early Literacy Panel released a report identifying critical early literacy skills that predict later literacy outcomes, and the programs and interventions that are most effective at helping children developing them. (The report also includes a guide for practitioners to translate the research into action.) Based on a review of existing research, the panel found six early literacy skills that are critical for young children to develop during the first five years of their lives:

• Knowledge of letters and their sounds;
  

• Ability to detect and manipulate sounds and syllables within a word (phonological awareness);
  

• Ability to name letters and digits;
  

• Ability to name objects and colors;
  

• Ability to write letters or one’s own name; and
  

• Ability to remember spoken information for a short period of time.

The panel also found a second tier of skills that had more moderate association with later reading and writing ability, such as oral language and understanding the conventions of print and stories. Of the five types of interventions examined in the existing research, “code-focused interventions” – those designed to increase children’s proficiency in identifying and manipulating letters, sounds, and syllables – had the strongest relationship with the six critical early literacy skills. The other interventions, which included shared reading programs, parent/home programs and pre-k programs, had stronger relationships with the second-tier early literacy skills.

This report suggests that a more intentional focus on alphabet knowledge and phonological awareness in early education programs may improve later literacy outcomes. However, the report has a number of limitations:

• Except for studies that examined code-focused interventions, many of the studies that investigated the other types of programs did not examine the six early literacy skills in their analyses. This, rather than the merits of these programs per se, may explain the lack of relationship between them and the critical skills identified by the panel.

• Ability to detect and manipulate sounds and syllables within a word (phonological awareness);

• Some may question whether the five categories of programs identified by the panel should be compared to each other. First, the program types may not be mutually exclusive. For example, pre-k programs and parent education programs can employ both code-focused interventions and shared-reading strategies. It’s unclear how the panel addresses this possibility. Also, the five categories of programs have major differences in their scope: code-focused interventions are clearly designed to impact literacy development while pre-k programs have broader goals.

• The studies in the review didn’t have very diverse samples. As a result, the panel could not determine with confidence how applicable their findings are across various demographic characteristics, such as age, class, race, and language backgrounds.

The National Institute for Early Education Research and other early literacy experts provided additional commentary on this report.

2. Papers highlight social-emotional development and early childhood

The latest working paper from Harvard University's Center on the Developing Child highlights the importance of addressing social-emotional problems in young children. The paper points out that while mental health problems -- such as anxiety disorders, attention deficit and hyperactivity, and depression -- in young children develop as a result of interactions between the children's genetic predisposition and stresses in their environment, they can be addressed and even prevented when the children are exposed to stable and nurturing relationships with adults. However, without such support, these problems can become more severe and even affect brain development and long-term cognitive and social functioning. The paper calls for more coordinated and comprehensive policies that address the range of environments in which children live and play (from homes to pre-k classrooms) and support the range of adults who care for them (from parents to pediatricians).

Two recent studies illuminate the impact that early childhood programs have on children's stress and social-emotional development. In the first, a study (PDF) of 10 child care centers, researchers examined four-year-olds' experience of stress (as indicated by changes in the level of cortisol, a stress hormone) during the course of the day and during one-on-one interactions with the teacher after performing a mildly challenging task outside of class. While on average, children's stress level didn't change during the day and generally decreased during the task and interaction with the teacher, for some, stress levels increased. In particular, children who were rated by teachers to be more "clingy" experienced an increase in cortisol levels during the course of the day. Also, children with whom teachers experienced more conflicts showed an increase in cortisol during the teacher-child interaction. However, of all the variables examined, class size had the most consistent relationship with cortisol increase -- both during the day and during the task and teacher interactions. The researchers suggest that "children in smaller groups develop better coping skills, more confidence, or are less reactive to stressful situations."

Another study demonstrated that with a well-designed curriculum and teacher support, early education programs can positively impact both early literacy skills and social-emotional development. In this study, researchers randomly assigned 44 Head Start classrooms to a control group that used a typical pre-k curriculum or to a treatment group whose teachers were trained and supported throughout the year to implement the Head Start -- REDI (Research-based, Developmentally-informed) curriculum. (REDI was designed specifically to help teachers integrate early literacy skills and social-emotional skills like prosocial behaviors and self-regulation into their classroom practices.) Over the course of a year, the researchers found that children who participated in the REDI curriculum outperformed their peers in the control group on targeted skills -- both in literacy and in social-emotional development.

3. Analysis shows the cost of unprepared kindergartners (and a state’s potential savings)

A new meta-analysis of 120 studies of pre-k programs over the last five decades offers further evidence that pre-k programs "provide a real and enduring benefit to children." More specifically, it shows that when compared with young children who didn't receive any center-based services or didn’t participate in programs that used a systematic course of instruction, children in pre-k programs made gains in both cognitive and social-emotional skills that persisted beyond the early elementary years. The study also examined program characteristics that may influence the extent to which children gain from pre-k programs. It found that programs that used more small-group or individual instruction and those that employed a more teacher-centered, direct instruction (DI) approach tended to be associated with greater cognitive gains in children. It also found that children in programs that offer a range of comprehensive services made fewer cognitive gains than children who did not receive these other services.

The last set of findings seem to contradict what are commonly believed to be best practices in the early education field, namely, that children fare better in pre-k programs with a more child-centered curricula or approaches, and in environments that address their needs from a holistic perspective. Researchers caution that while their analysis suggests that direct instruction has a place in pre-k classrooms, most of the studies supporting DI were conducted before 1983. More recent studies have found that a more child-centered, inquiry-based approach to be superior. As for the weak relationship between programs with comprehensive services and cognitive gains, the researchers note that the link is usually observed in studies involving Head Start programs, which serve a relatively more disadvantaged group. Nevertheless, they recommend that teachers, administrators, and policymakers should examine whether offering other services compromise the time and intensity devoted to instructional services.

4. Analysis shows the cost of unprepared kindergartners (and a state's potential savings)

As states struggle with decisions about budget cuts, researchers in Minnesota released an analysis of what it would cost the state's K-12 system if the poorest young children (defined as those living at or below 125 percent of the federal poverty level) don't have access to high-quality pre-k programs and arrive at kindergarten underprepared. The researchers projected that a two-year pre-k program for all low-income children would result in savings to the school system due to fewer special education placements, less grade retention, lower dropout rates (more per-pupil funding), less teacher turnover and absenteeism, and less additional support necessary for English Language Learners. Using existing data from relevant education expenditures, the researchers estimated that the K-12 system would begin reaping savings during the third year of the program's operations, or when the first cohort of pre-k children enter kindergarten. As more children with pre-k experience enter the school system, more savings would result. In the 15th year, when the first cohort of children reach 12th grade, the annual K-12 savings would total $113 million, or about a third of the annual cost of the pre-k program, with most of the savings coming from increased per-pupil funding, less spending on teacher retention and absenteeism, and less spending on special education and grade retention.

While the annual savings would not completely recoup the cost of the pre-k program, the researchers note that there are larger economic benefits as the pre-k participants graduate from high school. The study also excluded some potential savings due to lack of data, such as reduction in the need for remedial programs. Finally, at more than $13,000 per child, the hypothetical pre-k program in this analysis is relatively more expensive than actual programs.

5. UNICEF report shows U.S. early childhood policy lagging behind

UNICEF released a report comparing 25 OECD (Organisation for Economic Co-operation and Development) nations' policies that support the welfare of the youngest children. Of the ten policies examined, the United States has put in place only three: serving at least 25 percent of three year olds in subsidized and regulated early childhood programs; at least half of the early childhood staff have three years of relevant postsecondary training; and maximum adult-child ratio in the classroom of 1:15. Almost all of the other OECD countries have more policies in place, including Hungary, Slovenia, and Portugal. The other seven policy benchmarks (not met by the U.S.) are:

• Serving at least 80 percent of four year olds in subsidized and regulated programs

• At least 80 percent of child care staff trained

• Paid parental leave of at least one year, with at least 50 percent of salary

• One percent of GDP spent on early childhood services

• Child poverty rate of less than 10 percent

• All young children have access to basic health services

Only Sweden has achieved all 10 of these benchmarks. In general, the U.S. lags its European counterparts. For instance, all countries in the European Union guarantee at least two years of pre-k. The U.S. is also one of only two OECD nations that do not provide paid parental leave for employed parents after the birth of a child.

The report also provides research evidence from a variety of countries including Sweden, France, New Zealand, and the United Kingdom.

6. Article discusses the benefits of bilingualism in young children

An article (PDF) in a recent issue of the journal from Zero To Three reviews the evidence that fostering bilingualism in young children yields important cognitive benefits. Children who grow up exposed to multiple languages learn multiple ways of expressing ideas and concepts. They also have to learn when to shift from using one language to another. Because of these experiences, some research shows that bilingual children are better than their monolingual peers at regulating their thoughts and behaviors and at learning words that have overlapping meanings. The impact on self-regulation not only improves behavior in the classroom; it is also helpful when children have to adjust their thinking to solve novel problems. Finally, the article discusses evidence that the knowledge gained from learning in one's native language can be transferred to another language. This suggests that teaching skills and concepts in English language learners' first language -- assuming they are fluent in that language -- may actually benefit their understanding of those skills and concepts in English.

7. Check out these "care packages" for diversity in early education

Every other month, the Crosswalk Project, which aims to integrate diversity into the preparation and professional development of early childhood educators, creates "care packages" that provide resources on addressing linguistic, cultural, and ability diversity in early education settings. More resources are available on the project's website.

8. Revamped website offers data on pre-k special education

The Pre-Elementary Education Longitudinal Study (PEELS) recently renovated their online database. PEELS, a project of the U.S. Department of Education, has been following 3,000 three and four year olds with disabilities since 2003 and has compiled a body of data to answer the following questions:

• What are the characteristics of children receiving preschool special education?

• What pre-k programs and services do they receive?

• What are their transitions like between early intervention and pre-k and between pre-k and elementary school?

• How do these children function and perform in pre-k, kindergarten, and early elementary school?

• Which child, service, and program characteristics are associated with children's performance over time on assessments of academic and adaptive skills?

The database provides descriptive data on children's characteristics; their disabilities; their performance through elementary grades; the characteristics of their families, teachers, and schools; and the kinds of special education services they received.

Throughout these processes, states have to constantly balance what research and experience say about program quality and what is feasible and practical for the providers and the administrators of the QRIS. For instance, setting standards that are too high might discourage programs from participating in the initiative. Also, some states did not include parent involvement as an indicator of quality, not because they didn’t think it was important but because they didn’t think that they could measure it accurately. Finally, while some states are aware that more frequent observations of programs will lead to more accurate assessments, they have to balance resources for these activities with those needed for coaching and support to further program improvement or for incentives and rewards to motivate providers.

9. Child Trends provides guidance on finding and using child-level outcome indicators

The myriad of child welfare and development indicators makes it difficult for researchers and policymakers to determine how to select and use them. Child Trends recently produced a guide (PDF) to resources that help locate, create and use data from such indicators. The resources listed are comprised of publications (e.g., articles, newsletters), Web sites, and organizations that provide a variety of data related to education statistics, health outcomes, and demographics. Selected titles in the guide include:

• An Overview of State-Level Data on Child Well-Being Available Through the U.S. Federal Statistical System

• Early Childhood Development in Social Context: A Chartbook

• America's Children: Key National Indicators of Well-Being

• Kaiser Family Foundation, State Health Facts

10. Online tool maps supply and demand for pre-k in California

States and communities interested in developing easy-to-access data about the availability of and demand for early education programs may want to visit the "Plan 4 Preschool" website, the "digital library" for pre-k planning in California. A new feature called the Data Wizard allows the user to access data by county, zip code and school districts. The online tool creates maps that show where demand for early education is highest within a geographic area. It also provides estimates of available spaces for four-year-olds and the potential enrollment rate for the chosen area.

11. Report offers guidance on building a pre-k curriculum

The Albert Shanker Institute recently released a report that guides early education practitioners and policymakers as they make decisions about pre-k curricula. The report focuses on four domains critical to early cognitive development: oral language, literacy, math, and science. For each of these areas, the paper provides the rationale for their inclusion in a pre-k curriculum, examples of effective instructional strategies and curricula, tips for working with English language learners, and additional resources and Web sites for further learning.

12. Study on Illinois' early childhood workforce shows progress and sets new goals

In 2001, the McCormick Foundation released a report calling on the improvement of the early childhood workforce in Illinois. Since then, the state has implemented a variety of early education policies. Among other actions taken, the state has created an early learning council, established a professional development advisory council, created a quality rating system, and put into statute a program to expand pre-k for all three and four year olds. How have these changes affected the early childhood workforce? A new report seeks to document changes and trends in the workforce since 2001. Findings include:

• Diversity of the workforce hasn't changed. Community-based programs tend to be more diverse, with 30 percent of lead teachers from minority backgrounds, compared to 12 percent in public schools. Only 12 percent of community-based teachers and 6 percent of public school teachers speak another language.

• Education attainment among lead teachers in community-based programs has increased. In 2001, 37 percent of lead teachers have a bachelor’s degree or above. Currently, 48 percent of them do. However the opposite trend seems to be occurring among center directors: In 2001, 72 percent of directors had at least a BA, but currently, only 66 percent has achieved the same level of education.

• Similar to 2001, teacher compensation is still correlated with program location (e.g., public school, community-based center) as well as type of center. Teachers in public school-based programs earn more than those in community-based settings. Among center-based teachers, those affiliated with a university or the military tend to receive higher salaries.

• Alternative certification programs and new workforce policies have emerged since the 2001 report that helped increase the supply of early childhood teachers. One significant policy change is allowing students to be paid for student-teaching if they are completing their requirement in their place of employment and if they have worked there for at least one year.

The report ends with a number of recommendations that focus on improving the education and compensation levels of the workforce, especially those in community-based programs; strengthening the professional development of center directors; increasing the diversity of the workforce; and making the professional development opportunities more well-known and more accessible.

13. College Board calls for pre-k expansion as first step to increase college graduation

The pre-k movement gained another important voice from higher education in a recent report from the College Board's Commission on Access, Admissions and Success in Higher Education. First among the commission's ten-point plan to increase enrollment and graduation rates in two- and four-year institutions is to provide voluntary pre-k education to all three and four year olds from low-income families, defined as those living at or below 200 percent of the federal poverty level. In calling for this policy, the commission recognizes the strong body of research demonstrating that low-income children who participate in high-quality pre-k programs are less likely to drop out and more likely to graduate from high school. Given current statistics showing that almost a quarter of children who enter first grade drop out by the time they reach 12th grade, increasing high school completion rate through ensuring that children are ready to learn and succeed from the very beginning is the first step to increasing college enrollment.