Early childhood education has risen to the top of the national policy
agenda with recognition that ensuring educational success and attainment
must begin in the earliest years of schooling. There is now a substantial
body of research to guide efforts to support young children’s learning.
Over the past 15 years, great strides have been made in supporting young
children’s literacy. This report summarizes the now substantial literature on
learning and teaching mathematics for young children in hopes of catalyzing
a similar effort in mathematics....
As the workshop summarized in this volume demonstrated, the research base
about learning in early childhood is expanding and has great potential to contrib-
ute to a broader set of national policy goals focused on making sure that all
children enter kindergarten ready to learn. With this important research base in
mind, the National Research Council’s Center for Education (CFE) convened a
workshop to focus on early learning in mathematics and science.
Project Head Start has been one of the most popular and enduring legacies of
President Lyndon B. Johnson's Great Society.. Although questions remain
about the long-term effectiveness of current Head Start projects, Republicans
as well as Democrats support its expansion and improvement.
One recent suggestion for improving Head Start involves enhancing its educational
In an effort to inform preschool policy in California, an interdisciplinary team of RAND researchers conducted a multiyear study of preschool education known as the California Preschool Study. One of the recommendations from that study was the need for a more in-depth analysis of the effectiveness...
Many studies have shown that higher-quality early care and education (ECE) predicts positive developmental gains for the children who experience it. However, much ECE in the United States is not of sufficiently high quality to produce these benefits. Quality rating and improvement systems (QRISs)
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The Victorian Early Years Learning and Development
Framework (VEYLDF) (Victorian Framework) birth
to eight years, has been developed in partnership with
the Office for Children and Portfolio Coordination,
Department of Education and Early Childhood De-
velopment (DEECD) and the Victorian Curriculum
and Assessment Authority (VCAA). The VEYLDF
was launched November 2009 for implementation in
The Victorian Framework describes five Learning
and Development Outcomes for children from birth
to eight years.
Witasek's earliest philosophical paper is on the question of the possibility of our influencing
our presentations through acts of will (1896). How, he asks, is it possible deliberately to have
something given in presentation, to will that something be presented, given that the act of will is
itself such as to include an act of presenttion? He deals with this problem by means of a
distinction between intuitive and non-intuitive presentations, turning his attention to the
processes involved in passing deliberately from the latter to the former, e.g.
The World Health Organization recognises the quality
of the early years as a key social determinant of health17.
There are sound theoretical and empirical reasons
for focusing mental health promotion interventions
on young children to prevent a range of problems in
later life18 including mental health problems, obesity,
criminality, family violence, poor literacy, unemployment
and welfare dependency. Prevention and early
intervention is also less expensive and more effective
Develop initiatives to increase understanding of early social
and emotional development. Developing initiatives to increase
public understanding of the important developmental needs and
milestones for children, as well as information on supporting
those milestones, is a critical way to promote social, emotional and behavioral health.
Information about early childhood mental health, early indicators of risk and mental
health disorders and ways that parents can best support their child’s early social and
emotional development can be shared through a variety of means.
Support to help parents or carers develop their parenting skills. This may
involve providing information or offering small, group-based programmes
run by community nurses (such as school nurses and health visitors) or
other appropriately trained health or education practitioners. In addition, all
parents should be given details of the school’s policies on promoting social
and emotional wellbeing and preventing mental health problems.
Therapeutic Patient Education (TPE) enables people with chronic diseases to
manage their illness and yields benefits in both health and financial terms. Many
health care providers, however, lack the skills to provide their patients with such an
education. The Regional Office therefore convened a working group to prepare a
document specifying the content of programmes for teaching health care providers
to provide TPE. The Working Group comprised doctors, nurses, other health care
providers and educators from countries throughout the European Region.
Public health achieved considerable health improvements in the 19th
Century with for
example, treatment and legislation relating to water supply, sewage disposal and safer food. In
the last century this legacy was extended with improvements in nutrition, the introduction of
antibiotics and the sulphonamide drugs, early childhood vaccinations, the introduction of
legislation on the compulsory use of seat belt and tobacco controls and taxation etc.
This guideline is an update of the previous Guideline on In-
fant Oral Health Care, revised in 2009. This revision included
a hand search of literature as well as a new search of the
® electronic database using the following
parameters: Terms: “infant oral health”, “infant oral health
care”, and “early childhood caries”; Fields: all; Limits: within
the last 10 years, humans, English, and clinical trials. Papers for
review were chosen from the resultant list of 449 articles and
from references within selected articles.
d) What are the Provincial Policy Directions, Strategies and Mandates for Enabling all Children
to Attain and Sustain Optimal Health and Developmental Potential?
Attaining and sustaining optimal health and developmental potential for children is a shared mandate across
provincial ministries. For example, the Ministry of Health Promotion (MHP) Healthy Ontarians, Healthy Ontario
Strategic Framework document states, “Our ﬁ rst priority will be our children and youth. Behaviours and
attitudes developed in childhood last the rest of our lives.
The Missouri Securities Division has also identified investor diminished capacity and senior
investor education as crucial issues in the fight against senior investor fraud. Persons with mild
diminished capacity can perform most daily functions, but may become confused when
managing their finances. This, in turn, makes those individuals more susceptible to fraud.
According to a 2008 Duke University study, about 35 percent of the 25 million people in the
United States who are 71 or older either have mild cognitive impairment or dementia.
Integrate social and emotional development into existing programs and services. States
can use current systems and funding to expand their capacity to support early childhood
social, emotional and behavioral health. States could use Medicaid to promote healthy
development through routine developmental screenings and care coordination, utilize
Head Start to support parent education, provide training and professional development to
early childhood programs and agencies and use federal funds to enhance their state’s
Parents and children need a framework for care which provides
continuity from pre-pregnancy, through pregnancy and childbirth, to
the early years of life. A comprehensive approach to early life is needed
which builds on existing programmes to ensure our children get the
best start in life8. Midwives have a key role in ensuring that their
contribution integrates with the roles of other professionals and
agencies working in collaboration with maternity services.
Building on more than 25 years of research and evaluation work, RAND Education has as its mission the improvement of educational policy and practice in formal and informal settings from early childhood on. RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.
A stronger post-high school education and training system would recognize that
education is a life-long endeavor, with each component a natural continuation of the high-quality
education that preceded it. The foundation would be a high quality early childhood, elementary,
and secondary education system. Post-secondary students would have access to timely and
appropriate financial aid to help finance the cost of education and training. Further, all
components would share common – or aligned – goals and the classes and programs would be