Birth to Five / School Readiness
The wonders of child development and the long-term consequences of the experiences of young children has made the focus on child development and early learning a key policy focus in the United States, one that attracts the attention of policymakers, parents, teachers and researchers. Extensive research on early childhood education programs shows a variety of short- and long-term outcomes from high-quality early childhood programs ranging from higher test scores, improved language development, fewer behavior problems, higher rates of graduation, reduced involvement in crime, and lower receipt of welfare. As a result, the early childhood field is focusing on developing programs and systems that lead to the best outcomes for children.
Approaches aimed at reducing the “preparation gap” – the gap that exists as early as when children walk in the door to kindergarten, can target a number of areas such as high quality early learning programs, preschool and support for parents and families.
With a comprehensive focus, a range of policy choices are available, including funding high-quality learning environments; conducting developmental screenings to identify children's health issues and learning difficulties; utilizing infant toddler specialists and mental health consultants to work with teachers in early childhood settings; conducting evaluation of classroom environments; establishing learning goals for what children should know and be able to do; and measuring program outcomes. In addition, alignment of programs for children from birth to age 5 with the K-12 system and considering the multiple facets of the transition to kindergarten are also being undertaken. An overarching consideration is the development of a coordinated system of early childhood programs to maximize the positive growth and development of young children.
NCSL’s work on birth to age five early childhood issues is funded through the Buffett Early Childhood Fund. Our focus includes the following goals:
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Engaging legislators in the science and policy of early childhood development;
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Disseminating and communicating the science of early childhood including neuroscience and economic data;
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Providing policy support to state legislatures through research, analysis and technical assistance, and;
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Convening leading organizations in the field aimed at strengthening the capacity of policymakers, business and community leaders, school officials and others to collaborate and pursue effective policy approaches.
To accomplish the goal of sharing neuroscience and child development research, NCSL is partnering with the Center on the Developing Child at Harvard University, which is directed by Jack P. Shonkoff, and the National Governors Association Center for Best Practices. Lawmakers will be participating in an advisory group and will be invited to a national symposium in 2008.
Related Materials
Measuring Progress Toward School Readiness
As states and communities work to improve the lives of young children, early learning and developmental opportunities remain important considerations. Included are a definition of school readiness, a synopsis of state strategies to improve school readiness, and a look at how states are measuring progress.
For those with a password: To access this report go to http://www.ncsl.org/bookstore/productdetail.htm?prodid=0161640005&keywords=school%20readiness.
Getting Children Ready For School: A Primer on School Readiness
School readiness is an issue that has gained great momentum over the last 15 years. The issue was brought to the forefront in 1991 when it was established as the first of six education goals for the new millennium. Increasingly, educators are realizing that children, who start school without the skills necessary for success, continue to lag behind their peers throughout their education experience. To help ensure that all children are thriving in their education endeavors, the Packard, Ford and Kauffman foundations launched an initiative to support states in their development and monitoring of school readiness indicators. A new publication from NCSL introduces legislators and policymakers to the issue of school readiness and looks closely at the use of indicators and results in helping policymakers to create effective policies.
For those with a password: To access this report, go to http://www.ncsl.org/legis/cyf/srprimer.htm .
Mental Health Services for Children
This report, Mental Health Services for Children: An Overview, examines critical policy issues and approaches facing state legislators, including ways that states have connected mental health services with early childhood programs.
To access this report, go to http://www.ncsl.org/programs/cyf/CPI02.htm.
Investing in Better Care for Infants and Toddlers: The Next Frontier for School Readiness
As the country has moved forward in its efforts to promote school readiness, improving the quality of infant and toddler care has become an important first step in the early education continuum.
To access this report, go to http://www.ncsl.org/programs/cyf/slr2610.htm.
Additional Resources
Fact sheets examine infant and toddler issues
Zero to Three, a research-based nonpartisan organization, recently issued four new fact sheets that provide research and policy recommendations for policymakers to consider regarding issues that may affect infants and toddlers. Specifically, the fact sheets focus on infant mental health, improving quality child care for infants and toddlers, TANF and IDEA Part C Reauthorization.
The fact sheets are available on the Web at www.zerotothree.org/policy/.
Study links Smart Start with high-quality child care, better children's outcomes
North Carolina children who participate in Smart Start-funded activities in high-quality child care programs are ahead of their peers who attend lower-quality programs. This finding is reflected in a recent report, Smart Start and Preschool Quality in N.C.: Change Over Time and Relation to School Readiness, produced by the FPG Child Development Institute at the University of North Carolina at Chapel Hill.
The report, based on a series of studies conducted between 1994 and 2002, can be accessed at http://www.fpg.unc.edu/smartstart/reports/Child_Care_Quality_2003.pdf.
For more information on child care issues, please contact Steffanie Clothier in the Denver office at 303.364.7700 or cyf-info@ncsl.org or either Sheri Steisel or Lee Posey in the D.C. office at 202.624.5400 or fedhumserv-info@ncsl.org
 Child Care & Early Education
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