TVI Tidbits in Early Intervention and Preschool‏

The Listening and Learning about Early Learning Tour ends.
The U.S. Departments of Education (ED) and Health and Human Services (HHS) have completed their Listening and Learning about Early Learning Tour, which involved meetings held this spring in four cities: Washington D.C., Denver, Orlando, and Chicago. Presentation materials from the expert presenters at each of the four meetings, written input, and blog entries are now available online from the tour, at:
http://www2.ed.gov/about/inits/ed/earlylearning/tour.html

Understanding and addressing early childhood trauma.
Combining knowledge of child development, expertise in the full range of child traumatic experiences, and attention to cultural perspectives, the National Child Traumatic Stress Network (NCTSN) serves as a national resource for developing and disseminating evidence-based interventions, trauma-informed services, and public and professional education.
http://www.nctsnet.org


Meeting the mental health needs of poor and vulnerable children in early care and education programs.

Policy makers and early childhood experts are focusing on implementing and evaluating a range of interventions designed to improve school readiness for young children living in poverty. This article provides an overview of the various factors that threaten optimal development of young children living in poverty and that place them at risk for emotional and behavioral problems. The article then addresses the challenges to meeting the needs of these children and their families in early care and education settings.
http://ecrp.uiuc.edu/v12n1/azzi.html

Early intervention for children supports healthy development and improves family life.
According to a new report released by SAMHSA, behavioral and emotional problems decreased among nearly one-third (31%) of young children with mental health challenges within the first 6 months after entering services through systems of care program. The report, Addressing the Mental Health Needs of Young Children and Their Families, describes the academic, social, and emotional performance outcomes of children ages 8 and younger receiving services in systems of care. http://www.samhsa.gov/children/docs/MH_Needs_Children_Families.pdf

Reading the intentionality of young children.
Through six video clips and accompanying commentary, this article describes how, by carefully observing how very young children play, adults can gain insight into their high-level thinking and their knowledge, as well as the implications that their strategies hold for their assumptions, theories, and expectations. Adults can then become more protective of children's time during play, more skillful in making a parallel entry into their world, and more effective in helping them extend or reconsider their assumptions about how the social and physical world works. http://ecrp.uiuc.edu/v12n1/forman.html

The State of Preschool 2009: 7th annual yearbook released.
The National Institute for Early Education Research (NIEER) has released its 7th annual State Preschool Yearbook profiling state-funded prekindergarten programs in the U.S.
http://nieer.org/yearbook/

Introductory materials on the new Home Visiting Program.
The Health Resources and Services Administration (HRSA) and the Administration on Children and Families (ACF) at the U.S. Department of Health and Human Services (HHS) recently released introductory materials related to the new Maternal, Infant, and Early Childhood Home Visiting Program, which was created as part of the Patient Protection and Affordable Care Act earlier this year. To learn more, go to:
http://www.nectac.org/~docs/enotes/home_visiting.doc