Justice from the Start – Supporting Prenatal-to-Three with Federal Relief Funds: Family Support
October 20 2021
1:30 PM EDT
As our nation attempts to turn the corner on COVID-19, we know that the road to recovery for many families with young children, particularly families of color, is uneven and inequitable. Federal relief funds in the American Rescue Plan Act represent significant, unprecedented funding that provides champions with an opportunity to advance equity and justice from the start in the prenatal-to-three period. Join us for the second installment in this three-part series highlighting innovative uses of pandemic funding for family support policies and initiatives. This webinar will feature trailblazers from local jurisdictions who are leading the way with guaranteed basic income for parents and young children in marginalized communities; mental health consultation services, fatherhood programs and stable housing supports; and an initiative to convert a museum into a family resource center. Webinar attendees will come away with information regarding these innovative approaches and how they might advance similar projects in their states and communities.
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Parents, advocates, early interventionists, and their partners in four very different states will share their experiences to discuss how they formed new partnerships to strengthen Early Intervention and their struggles and solutions. Key themes including equitable access, adequate funding, workforce recruitment/retention, and family voice in decision-making will be highlighted.
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BUILD believes that to effectively meet the needs of young children and their families, we must recognize existing disparities, including opportunity and achievement gaps. Therefore, we see the urgent need to support policy solutions to better serve Latino infants, toddlers, and families.
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Report April 9, 2024
The aim of this brief, from Children's Equity Project and The Century Foundation, is to operationalize what high quality dual language immersion looks like for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview important context and core concepts foundational for this work, including a description of emergent bilinguals in the United States, a strength-based approaches to bilingualism, a historical account of bilingual education, and a description of how DLI education is part of a broader, equitable child serving system.