Benefits of Early Care and Education for Children in the Child Welfare System

Report November 1, 2016

Young children birth through five years old in the United States are more likely to experience child maltreatment, subsequent child welfare system involvement, negative developmental outcomes, and serious maltreatment-related injuries and death than older children. This research-to-practice brief provides a model for how early care and education services can benefit this vulnerable age group by exploring emerging evidence from social science research on the effects of ECE on the child welfare system.

Parent Aware Quality Rating and Improvement System: Standards and Indicators

Archived Meeting Resources October 1, 2016

Parent Aware, Minnesota’s Quality Rating and Improvement System (QRIS), provides a common set of program standards for child care and early education programs, and is supported by a mission and principles. The program standards, combined with the Parent Aware Indicators, are also known as the Parent Aware “kindergarten readiness best practices”.

Technology Tools That Help Busy ECE Program Leaders Support Quality

Slide Deck July 13, 2016

This presentation, from the 2016 BUILD QRIS National Meeting, describes how leaders from Pennsylvania, Massachusetts, and a national organization use web-based tools and resources to support their work.

Who Does What Best? Some Thoughts about State Roles in the Early Head Start-Child Care Partnerships

Article June 1, 2016

The federally-funded Early Head Start-Child Care Partnerships represent an opportunity to advance high-quality, comprehensive early childhood systems focused on the youngest children with the greatest need. The state is a critical player in terms of ensuring quality, efficiency, and equity, so in exploring the potential of Early Head Start-Child Care Partnerships, this paper investigates what role states can play and what we can learn from state- level work in the first round of Early Head Start-Child Care Partnership grants. BUILD highlights a selection of examples of partnerships between state and local leaders.

Preparing Early Childhood Teachers to Successfully Educate ALL Children: The Contribution of State Boards of Higher Education and National Professional Accreditation Organizations

Report April 1, 2016

State Early Learning And Development Standards: How Responsive Are They To The Needs Of Young Dual Language Learners?

Blog February 23, 2016

In this blog post, BUILD’s Executive Director explains why Early Learning and Development Standards (ELDS) are important for all young children.

Rising to the Challenge: Building Effective Systems for Young Children and Families, a BUILD E-Book

Report December 31, 2015

The Dawn of System Leadership

Article December 1, 2015

The purpose of this article is to share what we are learning about the system leaders needed to foster collective leadership. We hope to demystify what it means to be a system leader and to continue to grow as one.

State Early Learning and Development Standards/Guidelines, Policies and Related Practices: How responsive are they to the needs of young dual language learners?

Report October 1, 2015

The purpose of this report is to review a subset of states’ Early Learning and Development Standards (ELDS) for pre-k-aged children (three to five years of age) to identify the most common approaches to meeting the needs of young dual language learners (DLLs), to determine the extent to which these standards reflect the current scientific research on the development and learning of preschool-aged DLLs, and the extent to which states provide adequate guidance for supporting early childhood programs and professionals in implementing effective programs for young DLLs.

Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation

Report April 1, 2015

The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned to explore the science of child development, particularly looking at implications for the professionals who work with children birth through age 8. In the resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee finds that much is known about how children learn and develop, what professionals who pro- vide care and education for children need to know and be able to do, and what professional learning supports they need.