Supporting At-Risk Young Learners & Their Families

 

Instructor Name:

 

Dr. Pamela Bernards, Ed.D.

Facilitator:

Joan S. Halverstadt, MS/ED

Phone:

509-891-7219

Office Hours:

8 a.m. to 5 p.m. PST Monday - Friday

Email:

joanh@virtualeduc.com

Address:

Virtual Education Software

 

23403 E Mission Avenue, Suite 220F

 

Liberty Lake, WA 99019

Technical Support:

support@virtualeduc.com

 

 

Introduction

Welcome to Supporting At-Risk Young Learners & Their Families, an interactive computer-based instruction course designed to help you identify and effectively teach At-Risk students under 8 years of age. This course discusses the reasons some children are considered at risk of not reaching their full potential and how educators can reverse negative trends. The course discusses the external situations that cause risk, such as poverty, family dysfunction, and environmental influences such as violence, in addition to the internal factors, such as temperament, being a second language learner, and having a disability or a mental health concern. A major emphasis for the class is on how to work with families to provide the resources the family needs to provide healthy and developmentally appropriate experiences for young children. Interventions for both the child and the family are included, as are the hallmarks of excellent early childhood programs.

 

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.

 

 

Course Materials (Online)

Title:

Supporting At-Risk Young Learners & Their Families

Publisher:

Virtual Education Software, inc. 2022, Revised 2024

Instructor:

Dr. Pamela Bernards, Ed.D.

Facilitator:

Joan S. Halverstadt, MS/ED

 

 

 

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

 

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

 

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

 

Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

 

 

Level of Application

This course is designed to be an informational course with application to educational settings. The intervention strategies are designed to be used for the remediation of At-Risk students ranging in age from birth to 8 years. Some alterations may be needed if working with specific populations such as gifted, ESL, or special education.

 

 

Expected Learning Outcomes

As a result of this course, participants will demonstrate their ability to:

·         Understand the educator’s role in identifying and providing interventions for at-risk young children

·         Recognize the symptoms of a child and/or their family being at risk

·         Understand what adverse childhood experiences are and how they affect a child’s growth and development

·         Understand the external and internal causes of a child’s being placed at risk in families and society

·         Understand the special learning needs these students bring to the classroom

·         Gain techniques for supporting students and families affected by negative factors

·         Learn intervention techniques applicable to early childhood settings

·         Gain a wider knowledge of available outside resources and support systems

·         Understand the educator’s role in the intervention and prevention of developmental delays

·         Understand how the family is the child’s primary influence and the role their choices make in the child’s early development

 

 

Course Description

This course is designed to help Early Childhood Educators gain strategies to reach and teach young children who are at risk of not meeting their potential. Participants will learn the internal and external factors that place a child at risk, how heredity and environment affect a child’s development, the characteristics of various risk factors, and interventions for each risk factor. A major emphasis will be on the family’s influence on the child’s development and how Early Childhood Educators can work with families to support their child’s growth in all areas of development.

 

The course is divided into four chapters. The first chapter defines “at-risk” factors, reviews early childhood development, and presents information about adverse childhood experiences. The second chapter presents the various external environmental and family factors that contribute to a child’s being at risk. The third chapter discusses the internal, child-centered factors of risk. And the fourth chapter presents the problems trauma and abuse cause the developing child. The chapters are sequential and should be completed in the order in which they are presented. At the end of each chapter, there will be an examination covering the material. Students must complete the examination before proceeding to the next chapter. In some of the examinations, questions will involve case studies to provide further practice in the application of knowledge. This course is appropriate for educators who seek training in working with children ages birth to 8 years and for professionals who work directly with families.

 

Although this course is a comprehensive presentation of the educational issues surrounding adverse childhood experiences and their influence on a child’s development, there is certainly a wealth of research and topics that are not covered in the scope of this course. The instructor highly recommends that you augment your readings from this course with further research to gain a fuller understanding of the complexities of this subject. However, the material presented in this course will give you a broader understanding of the topic. It will also give you information to apply directly to your work with students in the classroom and the community.

 

 

Student Expectations

As a student you will be expected to:

·         Complete all four information sections showing a competent understanding of the material presented in each section.

·         Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete a review of any section on which your examination score was below 50%.

·         Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete a course evaluation form at the end of the course.

 

 

Chapter Topics

Chapter One: The Early Years of Child Development

In Chapter One, the early years of child development are discussed in regard to the influences of heredity vs. environmental factors. How the environment influences brain development is a major focus. How adverse childhood experiences affect development is reviewed. Also, several child development theories that explain the influence of family and the needs of children are presented.

 

Chapter Two: Family Contributors to Potential Adverse Childhood Experiences

In Chapter Two, we examine how the family environment and the family’s choices affect how a child develops their cognitive, social-emotional, language, physical, and adaptive skills and their personality. The external factors that can negatively affect a child’s development include poverty, parental issues such as divorce, and dysfunctional families with addictions or mental illness. Interventions for removing school barriers for these families, along with interventions for both the family and the child, are discussed.

 

Chapter Three: Individual Factors Contributing to Potential Developmental Risks

This chapter will discuss child’s internal factors that may contribute to developmental risk. These include such issues as school readiness, temperament/personality, mental health factors, having a disability, or being an English Language Learner. The final section of the chapter is a discussion on how to build resilience in both families and children.

 

Chapter Four: The Effects of Trauma: Child Abuse/Neglect, Domestic Violence, General Trauma

The final chapter examines the effects of trauma on children’s development. Child abuse and violence both have devastating effects on the development of a young brain and leave lasting problems. Interventions for working with trauma-affected students is a major focus of this chapter, as is violence prevention.

 

 

Examinations

At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score.  After your third attempt, each examination will lock and not allow further access.  Your final grade for the course will be determined by calculating an average score of all exams.  This score will be printed on your final certificate.  As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

 

 

Facilitator Description

Joan Halverstadt is a retired special services director and school counselor/psychologist. She has 20 years’ experience as a school counselor working with at-risk preschool and elementary aged students. Ms. Halverstadt has 50 years of experience working in early childhood education with children and families, including working with children affected by family issues, abuse, or trauma. She also teaches graduate education counseling and special education courses for teachers and counselors. She received her National Certification and her School Psychology Educational Specialist degree from Seattle University, her School Counseling Educational Staff associate degree from City University, her master’s in Education degree from George Mason University, and her BA in Psychology and Elementary Education from Whitman College. Please contact Professor Halverstadt if you have course content or examination questions.

 

 

Instructor Description

Pamela Bernards has 30 years of combined experience in diverse PK–8 and high school settings as a teacher and an administrator. In addition to these responsibilities, she was the founding director of a K–8 after school care program and founder of a pre-school program for infants to 4-year-olds. When she was a principal, her school was named a U.S. Department of Education Blue Ribbon School of Excellence. More recently, the school in which she serves as curriculum coordinator was named a 2010 Blue Ribbon School. Areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention (remediation and gifted/talented). She received a doctorate in Leadership and Professional Practice from Trevecca Nazarene University. Please contact Professor Halverstadt if you have course content or examination questions.

 

 

Contacting the Facilitator

You may contact the facilitator by emailing Professor Halverstadt at joanh@virtualeduc.com or calling her 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

 

 

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

 

If you need personal assistance then email support@virtualeduc.com or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.

 

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

 

 

Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted, and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.

 

 

Bibliography

 

Chapter 1 Articles

Alberta Family Wellness Initiative. (2024). Stress: How positive, tolerable, and toxic stress impact the developing brain. https://www.albertafamilywellness.org/what-we-know/stress/#:~:text=Thelastkindofstress,responsetorepeatednegativeexperiences.

Annie E. Casey Foundation. (2013). The first eight years: Giving kids a foundation for lifetime success. www.aecf.org/resources/the-first-eight-years-giving-kids-a-foundation-for-lifetime-success/

Annie E. Casey Foundation. (2017). Measuring equity: Race for results index. http://www.aecf.org/m/resourcedoc/aecf-2017raceforresults-2017.pdf#page=26

Annie E. Casey Foundation. (2023). 2023 kids count data book. https://www.aecf.org/resources/2023-kids-count-data-book

Bredekamp, S., Masterson, M., Willer, B., & Wright, B. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.

Campaign for Grade-Level Reading. (n.d.). The 30 million word gap. http://www.aecf.org/m/resourcedoc/aecf-30millionwordgap-2011.pdf

CDC [Centers for Disease Control and Prevention]. (2022). Developmental disabilities: Causes and risk factors. https://www.cdc.gov/ncbddd/developmentaldisabilities/causes-and-risk-factors.html#:~:text=Thesefactorsincludegenetics%3Bparental,environmentaltoxins%2Csuchaslead

CDC. (2018). Facts about developmental disabilities (Causes and risk factors). https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html

CDC. (2023a). Fast facts: Preventing adverse childhood experiences. https://www.cdc.gov/violenceprevention/aces/fastfact.html

CDC. (2023b). Violence prevention: Risk and protective factors. https://www.cdc.gov/violenceprevention/aces/riskprotectivefactors.html

CDC. (2024). Early brain development and health. https://www.cdc.gov/ncbddd/childdevelopment/early-brain-development.html

Children’s Defense Fund. (n.d.). 2023 State of America’s Children® report. https://www.childrensdefense.org/tools-and-resources/the-state-of-americas-children/

Egalite, A. (2016). How family background influences student achievement. Education Next, 16(2). https://www.educationnext.org/how-family-background-influences-student-achievement/

Fergeson, D., Smith, S., & Granja, M. (2022). Child welfare and early interventions: Policies and practices to promote collaboration and help infants and toddlers thrive. https://www.nccp.org/publication/cw-and-ei/

Hölig, C., Kekunnaya, R., & Röder, B. (2023, May 12). Adversity in early childhood can impair brain development. Scientific American. https://www.scientificamerican.com/author/brigitte-r-ouml-der/

Kaminski, J., Barrueco, S., & Edwards, A. (2023). Vital signs for pediatric health: School readiness. CDC. https://nam.edu/wp-content/uploads/2023/06/Vital-Signs-for-Pediatric-Health-School-Readiness.pdf

Mayes, L. (2021). The educator’s guide to understanding early childhood development. Scholastic Professional.

Nationwide Children’s. (2017, July 13). Toxic stress: How a body’s response can harm a child’s development. 700 Children’s® – A Blog by Pediatric Experts. https://www.nationwidechildrens.org/family-resources-education/700childrens/2017/07/toxic-stress-how-the-bodys-response-can-harm-a-childs-development

Otto, B. (2019). Literacy development in early childhood: Reflective teaching for birth to age eight (2nd ed.). Waveland Press.

Perry, B. (2023). Parenting in America today. PEW Research Center. https://files.eric.ed.gov/fulltext/ED613030.pdf

Petersen, A. C., Joseph, J., & Feit, M. (Eds.). (2014). Consequences of child abuse and neglect. In A, C. Petersen, J. Joseph, & M. Feit (Eds.), New directions in child abuse and neglect research (Chapter 4). National Academies Press.

Rhode Island Kids Count. (2005, February). Getting ready: Findings for the National School Readiness Indicators Initiative. http://www.rikidscount.org/Portals/0/Uploads/Documents/EarlyLearning/GettingReady/GettingReady-FullReport.pdf

Prince, D. L., & Howard, E. M. (2002). Children and their basic needs. Early Childhood Education Journal, 30(1), 27–31. https://doi.org/10.1023/A:1016589814683

Sheridan, M., & Sharma, A. (2021). From birth to five years (5th ed.). Routledge.

United Way NCA. (2022, October 26). Childhood poverty in the United States. https://unitedwaynca.org/blog/child-poverty-in-america/

U.S. Census Bureau. (2018). Table C2. Household relationship and living arrangements of children under 18 years, by age and sex: 2018. https://www.census.gov/data/tables/2016/demo/families/cps-2016.html

Chapter 2 Articles

Abdi, S.,  Akinsulure‐Smith, A. M., Sarkadi, A., Fazel, M., Ellis, B. H., Gillespie, S., Juang, L. P., & Betancourt, T. S. (2023). Promoting positive development among refugee adolescents. Journal of Research Adolescence, 33(4), 1064–1084. https://onlinelibrary.wiley.com/doi/full/10.1111/jora.12890

Administration for Children & Families. (2022). National Teen Pregnancy Prevention Month a.k.a. National Adolescent Health Month. https://www.acf.hhs.gov/node/7117

American Academy of Pediatrics. (2023). Pediatric mental health minute series: Mental health of newcomer children and adolescents. www. https://www.aap.org/en/patient-care/mental-health-minute/mental-health-outcomes-and-newcomer-children/

American Immigration Council. (2021). Fact sheet: Immigrants in the United States. www.americanimmigrationcouncil.org

American Immigration Council. (2021). Fact sheet: US citizen children impacted by immigration enforcement.

American Psychological Association. (n.d.). Stress in America: Identifying signs of stress in your children and teens. http://www.apa.org/helpcenter/stress-children.aspx

American Academy of Child and Adolescent Psychiatry. (2017). Children and divorce. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-and-Divorce-001.aspx

American Academy of Child and Adolescent Psychiatry. (2018). Grief and children. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-And-Grief-008.aspx

American Academy of Pediatrics. (2023). Pediatric mental health minute series. Mental health of newcomer children and adolescents. https://www.aap.org/en/patient-care/mental-health-minute/mental-health-outcomes-and-newcomer-children/

Annie Casey Foundation. (2022, August 1). Child well-being in single-parent families. https://www.aecf.org/blog/child-well-being-in-single-parent-families

Annie Casey Foundation.  Child Well-Being in Single Parent Families.  2023 https://www.aecf.org/blog/child-well-being-in-single-parent-families

Annie E. Casey Foundation. (2024, April 5). Understanding the children of immigrant families. https://www.aecf.org/blog/who-are-the-children-in-immigrant-families?fc6e5d1e_page=2

Aratani, Y. (2009). Homeless children and youth: Causes and consequences. National Center for Children in Poverty. https://www.nccp.org/publication/homeless-children-and-youth-causes-and-consequences/

Bitton, D. (2024, March 18). Average rent increase per year: Everything you need to know. Doorloop. https://www.doorloop.com/blog/average-rent-by-year-in-the-united-states

Braga, D. (2022, December 7). One-in-four U.S. parents say they’ve struggled to afford food or housing in the past year. PEW Research Center. https://www.pewresearch.org/short-reads/2022/12/07/one-in-four-u-s-parents-say-theyve-struggled-to-afford-food-or-housing-in-the-past-year/

CDC. (2019). Adverse childhood experiences prevention: Resources for action. https://www.cdc.gov/violenceprevention/pdf/ACEs-Prevention-Resource_508.pdf

CDC. About Teen Pregnancy, CDC, 2023. https://www.cdc.gov/reproductive-health/teen-pregnancy/

CDC: Developmental Disability Basics. 2024. https://www.cdc.gov/child-development/about/developmental-disability-basics.html

Child Trends. (2023). The prevalence of childhood ACES. https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity

Children’s Bureau. (2019, January 1). Children in poverty—Poverty and its effects on children. https://www.all4kids.org/news/blog/poverty-and-its-effects-on-children/

Clark, J. (2023). How the five stages of grief can help process a loss. Verywellmind. https://www.verywellmind.com/five-stages-of-grief-4175361

CDC. Adverse childhood experiences. https://www.cdc.gov/violenceprevention/aces/index.html

CDC. (2021). About teen pregnancy. https://www.cdc.gov/teenpregnancy/about/index.htm#:~:text=Birthratesfell7%25for,aged18%20to19years.&text=Althoughreasonsforthedeclines,controlthaninpreviousyears.

CDC. (2023). Child development: Early brain development and health. https://www.cdc.gov/ncbddd/childdevelopment/early-brain-development.html

Child Trends. (2022). Housing systems must better support families with young children experiencing homelessness. https://www.childtrends.org/blog/housing-systems-must-better-support-families-with-young-children-experiencing-homelessness

Children’s Bureau. (2019, January 28). Children in poverty—Poverty and its effects on children. https://www.all4kids.org/news/blog/poverty-and-its-effects-on-children/#:~:text=Childrenwhodirectlyorindirectly,evenashorterlifeexpectancy.

Clark, J. (2023). How the five stages of grief can help process a loss. https://www.verywellmind.com/five-stages-of-grief-4175361

Da Costa Nunez, R., Erb-Downward, J., & Shaw-Amoah, A. (2016). Empty seats: The epidemic of absenteeism among homeless elementary students. The Institute for Children, Poverty, and Homelessness. https://homelesshub.ca/resource/empty-seats-epidemic-absenteeism-among-homeless-elementary-students

Doorloop. How Much Can a Landlord Raise Rent in 2024?  https://www.doorloop.com/blog/landlord-raise-rent-2024

Dougy Center. (n.d.). Developmental responses to grief. https://www.dougy.org/assets/uploads/Developmental-Responses-to-Grief-ages-2-18.pdf

Dougy Center. (2023). Supporting students after a death: Tips for teachers and school personnel. https://www.dougy.org/assets/uploads/Supporting-students-After-a-death-Tips-for-Teachers-School-Personnel.pdf

Duncan, G., & Magnuson, K. (2011). Early childhood poverty. Pathways, Winter 2011.

Duncan, G., & Magnuson, K. (2011). The long reach of early childhood poverty. Pathways, Winter, 22–27.  https://inequality.stanford.edu/sites/default/files/media/_media/pdf/pathways/winter_2011/PathwaysWinter11_Duncan.pdf

Education Trust. (2021). Ending student hunger and homelessness. https://edtrust.org/issue/ending-student-hunger-homelessness/

Egalite, A. (2016). How family background influences student achievement. Education Next, 16(2). https://www.educationnext.org/how-family-background-influences-student-achievement/

Ekano, M., Jiang, Y., & Smith, S. (2016). Young children in deep poverty. National Center for Children in Poverty. http://www.nccp.org/publications/pdf/text_1133.pdf

End Homelessness. (2023). The state of homelessness in America. https://endhomelessness.org/homelessness-in-america/homelessness-statistics/

Feed the Children. (n.d.). The link between childhood obesity and poverty. https://www.feedthechildren.org/our-work/stories/the-link-between-childhood-obesity-and-poverty/

Feeding America. (2024). Facts about child hunger. https://www.feedingamerica.org/hunger-in-america/child-hunger-facts#:~:text=Morethan13millionchildren,willgettheirnextmeal.

Feeding America.  Child Food Insecurity. 2019 https://www.feedingamerica.org/sites/default/files/2019-05/2017-map-the-meal-gap-child-food-insecurity_0.pdf

Hauptman, M., Rogers, M. L., Scarpaci, M., Morin, B., & Vivier, P. M. (2023). Neighborhood disparities and the burden of lead poisoning. Pediatric Research, 2023, 1–10. https://doi.org/10.1038/s41390-023-02476-7

Healthcare.gov. (n.d.). Federal poverty level (FPL). https://www.healthcare.gov/glossary/federal-poverty-level-fpl/

Healthcare.gov.  Federal poverty level 2024. https://www.healthcare.gov/glossary/federal-poverty-level-fpl/

Hernandez, D. (2012). Double jeopardy: How third grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation. https://www.aecf.org/resources/double-jeopardy/

HHS Office of Population Affairs. Trends in Teen Pregnancy and Childbearing, 2020. https://opa.hhs.gov/adolescent-health/reproductive-health-and-teen-pregnancy/trends-teen-pregnancy-and-childbearing#:~:text=In%202020%2C%20the%20teen%20birth,the%201991%20peak%20of%2061.8.

High Scope. (2019). Perry preschool project. https://highscope.org/perry-preschool-project/

Higher Ed Immigration Portal. (n.d.). National data: Immigration and international students in higher ed. https://www.higheredimmigrationportal.org/national/national-data/#:~:text=Immigrant%2Dorigin%20students%20accounted%20in,all%20students%2C%20in%20higher%20education.

Hinton, S., & Cassel, D. (2013). Exploring the lived experiences of homeless families with young children. Early Childhood Education Journal, 41(6), 457–463. https://link.springer.com/article/10.1007/s10643-012-0562-5

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. ASCD.

Jensen, E. (2013). How poverty affects classroom engagement. Educational Leadership, 70(8), 24–30. http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx

Jensen, E. (2013). The seven engagement factors. In Engaging students with poverty in mind: Practical strategies for raising achievement (Chapter 1). ASCD. Retrieved from http://www.ascd.org/publications/books/113001/chapters/The-Seven-Engagement-Factors.aspx

Jensen, Eric.  Poor Students- Rich Teaching: Mindsets for Change. 2016 https://www.amazon.com/Poor-Students-Rich-Teaching-Mindsets/dp/1936764512

KidsHealth. (2017). Bereavement reactions by age group. Retrieved from https://www.kidshealth.org.nz/bereavement-reactions-age-group

Killion. Cultural Healing Practices that Mimic Child Abuse, National Children’s Advocacy Center 2017 https://calio.dspacedirect.org/items/16a199fb-4ff5-4a98-bd91-639e002967a0

Klein, L., & Knitzer, J. (2006, September). Pathways to early school success: Effective preschool curricula and teaching strategies. Issue brief #2. National Center for Children in Poverty, Columbia University. https://files.eric.ed.gov/fulltext/ED522728.pdf

Koball, H., & Jiang, Y. (2018). Basic facts about low-income children: Children under 9 years, 2016. National Center for Children in Poverty. http://nccp.org/publications/pub_1195.html

Kübler-Ross, K. (1969). On death and dying. Macmillan.

Latina Republic. (2021). Barriers In the United States education system for immigrant children. https://latinarepublic.com/2021/06/23/barriers-in-the-united-states-education-system-for-immigrant-children/

La Vigne, N. G., Davies, E., & Brazzell, D. (2008, February 12). Broken bonds: Understanding and addressing the needs of children with incarcerated parents. https://www.urban.org/research/publication/broken-bonds-understanding-and-addressing-needs-children-incarcerated-parents

Lipari, R. N., & Van Horn, S. L. (2017, August 24). The CBHSQ report: Children living with parents who have a substance abuse disorder. SAMHSA. https://www.samhsa.gov/data/sites/default/files/report_3223/ShortReport-3223.html

Livingstone, G. (2018, April 27). Fact tank: News in the numbers; About one-third of U.S. children are living with an unmarried parent. Pew Research Center. https://www.pewresearch.org/fact-tank/2018/04/27/about-one-third-of-u-s-children-are-living-with-an-unmarried-parent/

Madden, Pavan. (2021). Understanding implications of child immigration. Psychiatric Times. https://www.psychiatrictimes.com/view/understanding-psychiatric-implications-of-child-immigration

Martin, E. (2017). Hidden consequences: The impact of incarceration on dependent children. National Institute of Justice Journal, 238. https://nij.ojp.gov/topics/articles/hidden-consequences-impact-incarceration-dependent-children

Mathur, A. (2015, November 18). The cost of being a single mother. Forbes. https://www.forbes.com/sites/aparnamathur/2015/11/18/the-cost-of-being-a-single-mother/?sh=5f524e87793c

NAEYC. (1995, July, rev.). School readiness [Position Statement]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSREADY98.PDF

McEwen, B. (2012). Brain on stress: How the environment gets under the skin. Proceedings of the National Academy of Sciences of the United States of America, 109(Suppl. 2), 17180–17185. https://doi.org/10.1073/pnas.1121254109

Migrant Policy. (2023). Recent immigrant children: A profile of new arrivals to U.S. schools. https://www.migrationpolicy.org/research/recent-immigrant-children

Monazzam, N., & Budd, K. M. (2023, April 3). Incarcerated women and girls. The Sentencing Project. https://www.sentencingproject.org/fact-sheet/incarcerated-women-and-girls/

Morin, A. (2019, October 30). Effects of military deployment on children. VeryWellFamily. https://www.verywellfamily.com/the-effects-of-military-deployment-on-children-4150518

NAEYC. (2022). Readiness: Not a state of knowledge, but a state of mind. https://www.naeyc.org/our-work/families/readiness-not-state-knowledge-state-mind

NAMI [National Alliance for the Mentally Ill]. (n.d.). Mental health facts in America. https://www.nami.org/nami/media/nami-media/infographics/generalmhfacts.pdf

National Center for Children in Poverty. (2024). United States early childhood policy profile. https://www.nccp.org/early-childhood-us/?state=US

National Coalition for the Homeless. (2009, July). Homeless families with children. http://www.nationalhomeless.org/factsheets/families.html

National Alliance to End Homelessness. (2023). Children and families. https://endhomelessness.org/homelessness-in-america/who-experiences-homelessness/children-and-families/#:~:text=Updated%20December%202023.,percent%20of%20the%20homeless%20population.

National Center for Homeless Education. (2023). Student homelessness in America: School years 2019-20 to 2020-21. https://nche.ed.gov/wp-content/uploads/2023/12/SY-21-22-EHCY-Data-Summary_FINAL.pdf

National Center for Children in Poverty. Early Childhood Policy Profile.  2021. https://www.nccp.org/early-childhood-us/?state=US

National Center for Homeless Education, Who Is Homeless?, 2022 https://nche.ed.gov/resources/

National Center for Homeless Education (Student Homelessness in America: School Years 2019-20 to 2021-22, p.9) https://nche.ed.gov/student-homelessness-in-america-school-years-2019-2020-to-2021-2022/

National Coalition for the Homeless. (2022). Understanding homelessness among families with children. https://nationalhomeless.org/families-youth-education/

National Health Care for the Homeless Council. (2019, February). Homelessness and adverse childhood experiences: The health and behavioral health consequences of childhood trauma. https://nhchc.org/wp-content/uploads/2019/08/aces-fact-sheet.pdf

National Institutes of Health, Child Mental Health, 2023. https://www.nimh.nih.gov/health/topics/child-and-adolescent-mental-health.

National Library of Medicine.  Parental Incarceration, Development, and Well-Being: A Developmental Systematic Review. 2023 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9967200/#:~:text=Two%20of%20these%20studies%20found,Multiple%20moderators%20were%20also%20observed.

NCCP, Children's Mental Health: What Every Policymaker Should Know 2024). https://www.nccp.org/publication/childrens-mental-health-what-every-policymaker-should-know/

NCCP. Basic Facts About Low Income Children. 2018. https://www.nccp.org/wp-content/uploads/2018/01/text_1194.pdf

Nguyen, U., Smith, S., & Granja, M. (2020, October). Young children in deep poverty: Racial/Ethnic disparities and child well-being compared to other income groups. National Center for Children In Poverty. https://files.eric.ed.gov/fulltext/ED613030.pdf

Office of Family Violence Prevention and Services. (2016). Domestic violence and homelessness: Statistics. U.S. Department of Health and Human Services. https://www.acf.hhs.gov/ofvps/fact-sheet/domestic-violence-and-homelessness-statistics-2016

Office of Juvenile Justice and Delinquency Prevention. (2021). Poverty status of children by family structure. https://ojjdp.ojp.gov/statistical-briefing-book/population/faqs/qa01203

Office of Population Affairs. (n.d.). Trends in teen pregnancy and childbearing. Office of the Assistant Secretary for Health, Department of Health and Human Services. https://opa.hhs.gov/adolescent-health/reproductive-health-and-teen-pregnancy/trends-teen-pregnancy-and-childbearing

OSPI .UPDATE: Data on Students Experiencing Homelessness 2023 p.7. https://ospi.k12.wa.us/sites/default/files/2023-08/22-update-data-students-experiencing-homelessness.pdf

Pew Research Center. (2019, December 12). Religion and living arrangements around the world. https://www.pewresearch.org/religion/2019/12/12/religion-and-living-arrangements-around-the-world/

PEW Research Center, Parenting in America Today 2023. https://www.pewresearch.org/social-trends/2023/01/24/parenting-in-america-today/

Schanzenbach, D., & Bauer, L. (2016, August 19). The long-term impact of the Head Start program. Brookings. https://www.brookings.edu/research/the-long-term-impact-of-the-head-start-program/

Schoolhouse Connection. (2023). McKinney-Vento Act: Quick reference. https://schoolhouseconnection.org/mckinney-

Schoolhouse Connection.  The Education of Children and Youth Experiencing Homelessness: Current Trends, Challenges, and Needs. 2023. https://schoolhouseconnection.org/article/the-education-of-children-and-youth-experiencing-homelessness-current-trends-challenges-and-needs

Silverman, A. B., Reinherz, H. Z., & Giaconia, R. M. (1996). The long-term sequelae of child and adolescent abuse: A longitudinal community study. Child Abuse and Neglect, 20(8), 709–723. https://doi.org/10.1016/0145-2134(96)00059-2

Sogomonyan, F., & Cooper, J. L. (2010, May). Trauma faced by children of military families: What every policymaker should know. National Center for Children in Poverty. http://nccp.org/publications/pdf/text_938.pdf

Smith, V., & Wilson, C. (2016). Families affected by parental substance use. American Academy of Pediatrics. http://pediatrics.aappublications.org/content/pediatrics/early/2016/07/14/peds.2016-1575.full.pdf

Substance Abuse and Mental Health Services Administration 2022, https://www.samhsa.gov/data/sites/default/files/report_3223/ShortReport-3223.html

teAchnology. (n.d.). The effects of poverty on teaching and learning. http://www.teachnology.com/tutorials/teaching/poverty/

Termini, A. M. (2018, February 27). Psychological tasks of children of divorce and separation. https://cooperativeparenting.com/blog/psychological-tasks-of-children-of-divorce-and-separation/

The Sentencing Project, Incarcerated Women and Girls, 2023 https://www.sentencingproject.org/app/uploads/2023/05/Incarcerated-Women-and-Girls-1.pdf

Todd, H., & Martin, E. (2020, August). Children of immigrants and their mental health needs. Think Global Health. https://www.thinkglobalhealth.org/article/children-immigrants-and-their-mental-health-needs

Unicef USA. (2023). Central American child migrants. https://www.unicefusa.org/what-unicef-does/childrens-protection/child-refugees-migrants/central-american-child-migrants

United States Interagency Council on Homelessness, Homelessness & Adverse Childhood Experiences 2019). https://nhchc.org/wp-content/uploads/2019/08/aces-fact-sheet.pdf

United States Interagency Council on Homelessness. MEETING THE NEEDS OF HOMELESS SURVIVORS OF DOMESTIC VIOLENCE https://safehousingpartnerships.org/sites/default/files/2017-01/Meeting%20the%20Needs%20of%20Homeless%20Survivors%20of%20Domestic%20Violence.pdf

U.S. Census Bureau. (2024). Single mother statistics. https://singlemotherguide.com/single-mother-statistics/#:~:text=About%204%20out%2010%20children,being%20raised%20without%20a%20father.

Urban Child Institute. (2014, February 27). How adolescent parenting affects children, families, and communities. http://www.urbanchildinstitute.org/articles/editorials/how-adolescent-parenting-affects-children-families-and-communities

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Parent, Family, and Community Engagement. (2018). Head Start parent, family, and community engagement framework. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/pfce-framework.pdf

Vigne, N., Davies, E., & Brazzell, D. (2008, February 12). Broken bonds: Understanding and addressing the needs of children with incarcerated parents. Urban Institute. https://www.urban.org/research/publication/broken-bonds-understanding-and-addressing-needs-children-incarcerated-parents

Waller, K. (2022, May 26). National Teen Pregnancy Prevention Month a.k.a. National Adolescent Health Month. Administration for Children & Families. https://www.acf.hhs.gov/blog/2022/05/national-teen-pregnancy-prevention-month

Washington Office of Superintendent of Public Instruction. (2021). Update: Data on students experiencing homelessness. https://ospi.k12.wa.us/sites/default/files/2022-12/03-22-UPDATE-Data-on-Students-Experiencing-Homelessness.pdf

Youth.gov. (n.d.). Tip sheet for teachers (pre-K through 12): Supporting children who have an incarcerated parent. https://youth.gov/youth-topics/children-of-incarcerated-parents/federal-tools-resources/tip-sheet-teachers

Chapter 3 Articles

Aceves, T. C., & Orosco, M. J. (2014, July). Culturally responsive teaching (Document no. IC-2). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/

ADAA [Anxiety and Depression Association of America]. (2021, updated). Anxiety and depression in children. https://adaa.org/living-with-anxiety/children/anxiety-and-depression

ADDRC [Attention Deficit Disorder Resource Center]. (2017, October 11). ADHD numbers: Facts, statistics, and you. https://www.addrc.org/adhd-numbers-facts-statistics-and-you/#:~:targetText=Duringtheirlifetimes2012.9percent,agesof3and6.

American Psychological Association (2010). Disability and socioeconomic status. https://www.apa.org/pi/ses/resources/publications/disability

American Psychological Association. (n.d.). Resilience. https://www.apa.org/topics/resilience#:~:text=Resilience%20is%20the%20process%20and,to%20external%20and%20internal%20demands.

American Psychological Association, Disability & Socioeconomic Status, 2024. https://www.apa.org/pi/ses/resources/publications/disability

Annie E. Casey Foundation. (n.d.). Trusted well-being data on children and young people in the United States. https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home#detailed/1/any/false/37,871,870,573,869,36,868,867,133,38/any/396,397

Ballard Brief. (2022). The socioeconomic achievement gap in US public schools. https://ballardbrief.byu.edu/issue-briefs/the-socioeconomic-achievement-gap-in-the-us-public-schools

Brooks, M. (2014, May 14). Depression top cause of illness, disability among teens: WHO. https://www.medscape.com/viewarticle/825167#:~:targetText=Depressionisthemaincause,WorldHealthOrganization(WHO).&targetText=Despitetheratesbeingrelatively,mortalityduringtheadolescentyears

Bueno, M., Darling-Hammond, L., & Gonzalez, D. (2010, March). A matter of degrees: Preparing teachers for the pre-K classroom. The Pew Center on the States. https://www.pewtrusts.org/-/media/legacy/uploadedfiles/wwwpewtrustsorg/reports/pre-k_education/pkneducationreformseriesfinalpdf.pdf

Buzanko, Caroline. (2024). What are the foundational building blocks of resilience? [Video]. YouTube. https://www.youtube.com/watch?v=97Pp31zwrMY

CDC. (2022). Causes and risk factors. https://www.cdc.gov/ncbddd/developmentaldisabilities/causes-and-risk-factors.html

CDC, Act Early if You’re Concerned about Development 2022) Abercrombie, J., Wiggins, L., & Green, K. (2022). CDC’s “Learn the Signs. Act Early.”: Developmental milestone resources to improve early identification of children with developmental delays, disorders, and disabilities. ZERO TO THREE Journal, 43(1), 5–12.

Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities 2023 https://www.cdc.gov/ncbddd/impact/index.html

CDC Data & Statistics on Children's Mental Health. 2023.  https://www.cdc.gov/childrensmentalhealth/data.html

CDC [Centers for Disease Control and Prevention]. (2023). Beyond school supplies: Back to school reminders and readiness. https://www.cdc.gov/parents/children/back-to-school.html

CDC. (2024). Why act early if you’re concerned about development? https://www.cdc.gov/ncbddd/actearly/whyActEarly.html#:~:text=Earlierisbetter!,inliferather%hanlater.&text=Theconnections%20in%20ababy's,learning%2Cbehavior%2Candhealth.

Childhelp. (2018). Child abuse statistics and facts. https://www.childhelp.org/child-abuse-statistics/

Children’s Bureau. (2019, January 28). Child maltreatment 2017. https://www.acf.hhs.gov/cb/resource/child-maltreatment-2017

Child Trends. (2018, April 30). High quality preschool can support healthy development and learning. https://www.childtrends.org/publications/high-quality-preschool-can-support-healthy-development-and-learning

Child Trends. (2018). The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicity. https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity

Congressional Research Service. (2024, update). The Individuals with Disabilities Education Act (IDEA), Part C: Early intervention for infants and toddlers with disabilities. https://sgp.fas.org/crs/misc/R43631.pdf

Council for Exceptional Children. (2019). Disability terms and conditions. https://www.cec.sped.org/Special-Ed-Topics/Who-Are-Exceptional-Learners

Cree, R. A., Bitsko, R. H., Robinson, L. R., Holbrook, J. R., Danielson, M. L., Smith, D. S., Kaminski, J. W., Kenney, M. K., & Peacock, G. (2016). Health care, family, and community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2–8 years. Morbidity and Mortality Weekly Report, 67(5), 1377–1383. https://doi.org/10.15585/mmwr.mm6750a1

Colker, L. J. (2014). The  word gap: The early years make the difference. NAEYC. https://www.naeyc.org/resources/pubs/tyc/feb2014/the-word-gap#:~:text=By%203%20years%20of%20age,dramatic%20differences%20in%20their%20vocabularies.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In N. Van Deusen-Scholl & N. Hornberger, Language education in Europe: The common European framework of reference (pp. 487–499). https://doi.org/10.1007/978-0-387-30424-3

DeBoard-Lucas, R., Wasserman, K., McAlister-Groves, B., & Bair-Merritt, M. (2013). 16 trauma-informed, evidence-based recommendations for advocates working with children exposed to intimate partner violence. Futures Without Violence. https://www.tcvcm.ca/files/2015-12/16-trauma-informed-evidence-based-recommendations-for-advocates.pdf

Department of Education. (2020). Key findings at the national level from the 42nd Annual Report to Congress on IDEA, Parts B and C. https://www2.ed.gov/about/reports/annual/osep/2020/parts-b-c/key-findings.html

Dinkmeyer, S. (2013). CDC: One in five kids lives with a mental health issue. NAMI. https://www.nami.org/About-NAMI/NAMI-News/2013/CDC-One-in-Five-Kids-Lives-with-a-Mental-Health-I

Family stability and instability among low-income Hispanic mothers with young children. National Research Center on Hispanic Children and Families. https://www.hispanicresearchcenter.org/research-resources/family-stability-and-instability-among-low-income-hispanic-mothers-with-young-children/

Gargiulo, R. (2006, April). Homeless and disabled: Rights, responsibilities, and recommendations for serving young children with special needs. Early Childhood Education Journal, 33(5), 357–362. https://doi.org/10.1007/s10643-006-0067-1

Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J. H. L., & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265. https://doi.org/10.1044/2016_AJSLP-15-0169

Grotberg, E. (1999). Countering depression with the five building blocks of resilience. Reaching Today’s Youth, 4(1), 66–72. http://cpor.org/ri/CounteringDepression-5ResilienceBuildingBlocks.pdf

Grotberg, E. H. (2001). Resilience programs for children in disaster. Ambulatory Child Health, 7(2), 75–83. https://doi.org/10.1046/j.1467-0658.2001.00114.x

Guiberson, M., & Petrita Ferris, K. (2019). Early language interventions for young dual language learners: A scoping review. American Journal of Speech Language Pathology, 28(3), 929–1379. https://doi.org/10.1044/2019_AJSLP-IDLL-18-0251

Harvard University, National Scientific Council on the Developing Child. (2015). Supportive relationships and active skills building strength the foundations of resilience. Working paper 13. https://developingchild.harvard.edu/wp-content/uploads/2015/05/The-Science-of-Resilience.pdf

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, Spring, 4–9. https://www.aft.org/ae/spring2003/hart_risley

Head Start. (2023). The home visitors online handbook: Language & literacy. https://eclkc.ohs.acf.hhs.gov/school-readiness/home-visitors-online-handbook/language-literacy

Head Start. (2022). School readiness. https://eclkc.ohs.acf.hhs.gov/school-readiness

Hohmann, M., & Weikart, D. P. (1995). Educating young children: Active learning practices for preschool and child care programs. Excerpted from Educating young children (pp. 13–41). High/Scope Press.

Huberty, T. J. (n.d.). Anxiety: Helping handout for school and home. National Association of School Psychologists. https://apps.nasponline.org/search-results.aspx?q=Anxiety+Disorder+in+Children

HUD Office of Policy Development and Research. (2016). Evidence matters: Neighborhoods and violent crimes. https://www.huduser.gov/portal/periodicals/em/summer16/highlight2.html

Hutton, R., & Allen, L. R. (Eds.). (2023). Closing the opportunity gap for young children. National Academy of Sciences. https://www.ncbi.nlm.nih.gov/books/NBK596392/

Infant Hearing. (2016). Eligibility and service delivery policies: Differences between IDEA Part C and IDEA Part B. https://www.infanthearing.org/earlyintervention/docs/aspect-idea-part-c-and-idea-part-b.pdf

Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21. https://doi.org/10.1097/00001163-200301000-00003

Karberg, E., Cabrera, N., Fagan, J., Scott, M. E., & Guzman, L. (2017, February). Family stability and instability among low-income Hispanic mothers with young children. National Research Center on Hispanic Children and Families. https://www.hispanicresearchcenter.org/wp-content/uploads/2019/08/Family-Stability-and-Instability-V21.pdf

Karberg, E., Guzman, L., Cook, Scott, M. E., & Cabrera, N. (2017, February). A portrait of Latino fathers: Strengths and challenges. National Research Center on Hispanic Children and Families. https://www.hispanicresearchcenter.org/wp-content/uploads/2019/08/A-Portrait-of-Latino-Fathers-V21.pdf

Kids Count Data Center. (2019). Children who speak a language other than English at home in the United States. https://datacenter.aecf.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home#detailed/1/any/false/1095,2048,1729,37,871,870,573,869,36,868/any/396,397

Klein, L., & Knitzer, J. (2007, January). Promoting effective early learning: What every policymaker and educator should know. NCCP. http://nccp.org/publications/pdf/text_695.pdf

Killion, C. M. (2017). Cultural healing practices that mimic child abuse. https://pdfs.semanticscholar.org/2be9/5316f14a8f0f36e441faa2c6777a3c4d60ab.pdf

Klein, L., & Knitzer, J. (2006, September). Pathways to early school success: Effective preschool curricula and teaching strategies. Issue Brief no. 2. National Center for Children in Poverty. https://files.eric.ed.gov/fulltext/ED522728.pdf

Lawrence, S., Smith, S., & Banerjee, R. (2016, April). Preschool inclusion: Key findings from research and implications for policy. Child Care and Early Education Research Connections. http://www.nccp.org/publications/pdf/text_1154.pdf

Learning Liftoff. (2015, July 16). Why early intervention in education is important for children with developmental difficulties. https://www.learningliftoff.com/why-early-intervention-in-education-is-important-for-children-with-developmental-disabilities/

Manning, M., Wong, G., & Garvis, S. (2019). Is teacher qualification associated with the quality of early child education and child environment? Review of Educational Research,89(3). https://doi.org/10.3102/0034654319837540

Mayes, L. (2021). The Educator’s Center guide to understanding child development. Supporting Healthy Academic and Emotional Growth. Scholastic Professional.

McLanahan, S., & Beck, A. N. (2017). Parental relationships in fragile families. Future Child, 20(2), 17–37. https://doi.org/10.2307/20773693

NAMI (2017). Mental health diagnoses: Anxiety disorders. https://naminycmetro.org/diagnoses-mental-health/anxiety-disorders/

NAMI (2019). Mental health by the numbers. https://www.nami.org/learn-more/mental-health-by-the-numbers

NAMI. (n.d.). Mental health facts: Children and teens. https://www.chconline.org/resourcelibrary/mental-health-facts-children-teens-downloadable/#:~:text=Did%20you%20know%20that%201,illnesses%20are%20common%20and%20treatable.

NEA [National Education Association]. (n.d.). Parent, family, community involvement in education. https://safesupportivelearning.ed.gov/resources/parent-family-community-involvement-education

NAEYC [National Association for the Education of Young Children]. (2009). Where we stand on responding to linguistic and cultural diversity. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/diversity.pdf

NAEYC. (2020). Developmentally appropriate practice (DAP) position statement. https://www.naeyc.org/resources/position-statements/dap/contents

National Center for Children in Poverty, Wilson-Simmons, Jiang, and Aratani's study Strong at the Broken Places:The Resiliency of Low Income Parents (2017) https://www.nccp.org/wp-content/uploads/2017/04/text_1177.pdf

National Council of Teachers of English. (2008). English language learners: A policy research brief. http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0308PolicyBrief.pdf

The National Child Traumatic Stress Network. Effects. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects

NIH [National Institutes of Health]. (n.d.). What conditions or disorders are commonly associated with Down syndrome? https://www.nichd.nih.gov/health/topics/down/conditioninfo/associated#:~:targetText=Almostone%2Dhalfofbabies,reducedoxygenintheblood).

National Academies. (2023). Exploring the opportunity gap for young children from birth to age 8.  https://www.nationalacademies.org/our-work/exploring-the-opportunity-gap-for-young-children-from-birth-to-age-eight

Padilla, C. M., Cabrera, N., & West, J. (2017, September 19). The development and home environments of low-income Hispanic children: Kindergarten to third grade. National Research Center on Hispanic Children and Families. https://www.hispanicresearchcenter.org/wp-content/uploads/2019/08/Developmental-Profiles-V21.pdf

Petit. (2023). You talk, we listen: Parent involvement in early childhood education. Petit. https://www.petitjourney.com.au/parent-involvement-in-early-childhood-education/

Reed, B., & Railsback, J. (2003, May). Instructional methods and program models for serving English language learners: An overview for the mainstream teachers (see p. 10 of link). In Strategies and resources for mainstream teachers of English language learners. Northwest Regional Educational Laboratory. http://educationnorthwest.org/sites/default/files/ell.pdf

SafeGard. (2023). How teacher training affects quality of child care. https://sgclassesonline.com/go/9-how-teacher-training-influences-quality-of-childcare

Shin, S. (2010). Teaching English language learners: Recommendations for early childhood educators. Dimensions of Early Childhood, 38(2). https://eric.ed.gov/?id=EJ945680

Slentz, K. (n.d.). Early childhood disabilities and special education. National Association of School Psychologists. https://www.scribd.com/document/379064632/Early-Childhood-Disabilities-and-Special-Education

Statistica. (2023). Percent of children who speak another language than English at home in the U.S. in 2019. https://www.statista.com/statistics/476863/children-who-speak-another-language-than-english-at-home-in-the-us-by-poverty-status/

Supin, J. (2016, November). The long shadow: Bruce Perry on the lingering effects of childhood trauma. https://chesterstreetfoundation.org/2019/07/12/the-long-shadow-bruce-perry-on-the-lingering-effects-of-childhood-trauma/

Susanti, M., Hidayati, I., Anggreiny, N., & Maputra, Y. (2023). Parents perceptions on school readiness: Descriptive study. International Journal of Science and Society, 5(4), 594–604. https://doi.org/10.54783/ijsoc.v5i4.823

Thomas Fordham Institute. (2021). High expectations drive student success. https://fordhaminstitute.org/national/commentary/high-expectations-drive-student-success#:~:text=Severalstudieshavefoundthat,correlatedwithloweracademicachievement.

U.S. Department of Education. (2020). Key findings at the national level from the 42nd report to Congress on IDEA, Parts B and C. 2020. https://www2.ed.gov/about/reports/annual/osep/2020/parts-b-c/key-findings.html#3-5-b

U.S. Department of Education. (2019). IDEA section 618 data products: Static tables. https://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html

Washington State Department of Early Learning. (2021). Fast facts about Early Support for Infants and Toddlers (ESIF). https://files.eric.ed.gov/fulltext/ED580216.pdf

Washington State Department of Early Learning. (2023). Transition from Part C to Part B (indicator 12). https://ospi.k12.wa.us/student-success/special-education/early-childhood-special-education/transition-part-c-part-b-indicator-12

Wildsmith, E., Alvira-Hammond, M., Guzman, L., & Vega, C. (2016, February 23). A national portrait of Hispanic children in need. National Research Center on Hispanic Children & Families. www.hispanicresearchcenter.org/wp-content/uploads/2019/09/Hispanics-in-Need-Infographic1.pdf

Wilson-Simmons, R., Jiang, Y., & Aratani, Y. (2017, April 1). Strong at the broken places: The resiliency of low-income parents. National Center for Children in Poverty. http://www.nccp.org/publications/pub_1177.html

Xu, Y., & Drame, E. Culturally appropriate context: Unlocking the potential of response to intervention for English language learners. Early Childhood Education Journal, 35(4), 305–311. https://doi.org/10.1007/s10643-007-0213-4

Chapter 4 Articles

Administration for Children and Families. (n.d.). Child maltreatment 2023. U.S. Department of Health and Human Services/National Data Archive on Child Abuse and Neglect, Cornell University. https://www.acf.hhs.gov/sites/default/files/documents/cb/child-maltreatment-report-2020_0.pdf

Administration for Children and Families. (2023, February 9). New child maltreatment report finds child abuse and neglect decreased to a five-year low. https://www.acf.hhs.gov/media/press/2023/new-child-maltreatment-report-finds-child-abuse-and-neglect-decreased-five-year

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Baker, L., & Cunningham, A. (2009). Inter-Parental violence: The pre-schooler’s perspective and the educator’s role. Early Childhood Education Journal, 37, 199–207. https://doi.org/10.1007/s10643-009-0342-z

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Bethell, C. D., Carle, A., Hudziak, J., Gombojav, N., Powers, K. Wade, R., & Braveman, P. (2017). Methods to assess adverse childhood experiences of children and families: Toward approaches to promote child well-being in policy and practice. Academic Pediatrics, 17(7), S51–S69. https://doi.org/10.1016/j.acap.2017.04.161

Bethell, C. D., Davis, M. B., Gombojav, N., Stumbo, S., & Powers, K. (2017, October). Issue brief: A national and across state profile on adverse childhood experiences among children and possibilities to heal and thrive. Johns Hopkins Bloomberg School of Public Health. https://hsredesign.org/wp-content/uploads/2018/07/aces_brief_final.pdf

Burdick-Will, J. (2018). Neighborhood violence, peer effects, and academic achievement in Chicago. American Sociology of Education, 91(3), 205–223. https://www.asanet.org/wp-content/uploads/attach/journals/jul18soefeature.pdf

Brown, Casey L; Yilanli, Musa; Rabbitt, Angela L.  Child Physical Abuse and Neglect. National Library of Medicine. (2022) https://www.ncbi.nlm.nih.gov/books/NBK470337/#:~:text=Approximately%20one%20in%20four%20children,9%20percent%20are%20abused%20sexually

Bushman, B. J., & Huesmann, L. R. (2006, April). Short-term and long-term effects of violent media on aggression in children and adults. Archives of Pediatrics and Adolescent Medicine, 160(4), 348–352. https://doi.org/10.1001/archpedi.160.4.348

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Children’s Bureau, Office of Administration for Children and Families. (2022). Child maltreatment. https://www.who.int/news-room/fact-sheets/detail/child-maltreatment

Children’s Defense Fund. 2023 State of America’s Children® report. https://www.childrensdefense.org/tools-and-resources/the-state-of-americas-children/

Child Mind Institute. (2023). Helping children cope after a traumatic event. https://childmind.org/guide/helping-children-cope-after-a-traumatic-event/

Child Trends. (2016, May). Children’s exposure to violence. https://www.childtrends.org/wp-content/uploads/2016/05/118_Exposure_to_Violence.pdf

Childhelp. (2018). Child abuse statistics. https://www.childhelp.org/child-abuse-statistics/

Crisis Prevention Institute, Inc. (n.d.). Resources guide: Trauma-informed care.  https://www.crisisprevention.com/CPI/media/Media/download/PDF_TICRG.pdf

Crisis Prevention Institute.  (2021, February 21). Trauma-informed care. https://www.crisisprevention.com/blog/general/Trauma-Informed-Care

DeBoard-Lucas, R., Wasserman, K., McAlister Groves, B., & Bair-Merritt, M. (2013). 16 trauma-informed, evidence-based recommendations for advocates working with children exposed to intimate partner violence. Promising Futures. https://www.futureswithoutviolence.org/userfiles/file/Children_and_Families/16%20Evidence%20Based%20Strategies%20for%20Advocates.pdf

Domesticshelters.org. (2015, January 7). Children and domestic violence: Leading facts and statistics related to children and domestic violence. www.domesticshelters.org/domestic-violence-articles-information/children-and-domestic-violence

DSHS. (n.d.). Protecting the abused and neglected child: A guide for recognizing and reporting child abuse and neglect. https://www.dcyf.wa.gov/sites/default/files/pubs/22-163.pdf

Florida Department of Health. (2021, August 31). Maternal and child health services Title V block grant. https://www.floridahealth.gov/programs-and-services/womens-health/pregnancy/mch-fl-title-v-block-grant-2022.pdf

Gramlich, J. (2022). Pew Research Center. Gun deaths among U.S. children and teens rose 50% in two years. https://www.pewresearch.org/short-reads/2023/04/06/gun-deaths-among-us-kids-rose-50-percent-in-two-years/

Gander, K. (2019). More children were shot dead in 2017 than on-duty police officers and active duty military, study says. Newsweek. https://www.newsweek.com/kids-and-guns-alarming-rise-firearm-deaths-among-american-children-1370866

Killion. Cultural Healing Practices that Mimic Child Abuse, National Children’s Advocacy Center 2017 https://calio.dspacedirect.org/items/16a199fb-4ff5-4a98-bd91-639e002967a0

Levy, T. (2017, September 5). How violence in the media affects children’s behavior. Evergreen Psychotherapy Center. https://evergreenpsychotherapycenter.com/violence-media-affects-childrens-behavior/

McDonald, R., Jouriles, E. N., Ramisetty-Mikler, S., Caetano, R., & Green, C.E. (2006). Estimating the number of American children living in partner-violent families. Journal of Family Psychology, 20(1), 137–142. https://doi.org/10.1037/0893-3200.20.1.137

McGough, M., & Amin, K. (2023, July 18). Child and teen firearm mortality in the U.S. and peer countries. KFF. https://www.kff.org/mental-health/issue-brief/child-and-teen-firearm-mortality-in-the-u-s-and-peer-countries/

McKown, K. (2024). Child maltreatment. In L. R. Marotz, Health, safety, and nutrition for the young child (11th ed., chapter 3). Cengage Learning. https://fsw.pressbooks.pub/hsc1421/chapter/chapter-six-child-maltreatment/

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Books

Blaustein, M., & Kinniburgh, K. (2019). Treating traumatic stress in children and adolescence. Guilford.

Breidencamp, S., & Joseph, G. (2023). Effective practices in early childhood education: Building a foundation. Pearson.

Brown, C. L., Yilanli, M., & Rabbitt, A. L. (2023). Child physical abuse and neglect. Statpearls.

Crosson-Tower, C. (2013). Understanding child abuse and neglect (9th ed.). Pearson.

Dougy Center. (2015). Helping children cope with death. Author.

Dragan, P. B. (2005). A how-to guide for teaching English language learners in the primary classroom. Heinemann.

Erikson, E. (1950). Childhood and society. Norton.

Follari, L. (2015). Valuing diversity in early childhood education. Pearson.

Gargiulo, R., & Kilgo, J. (2014). An introduction to young children with special needs birth through age 8 (4th ed.). Cengage Learning.

Howard, T., Grogan-Dresser, S., & Dunklee, D. (2009). Poverty is NOT a learning disability: Equalizing opportunities for low SES students. Corwin.

Jensen, E. (2013). Engaging students with poverty in mind: Practical strategies for raising achievement. ASCD.

Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). ASCD.

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. ASCD.

Kirsh, S. (2011). Children, adolescents, and media violence: A look at the research (2nd ed.). Sage.

Olsen Edwards, J., & Derman-Sparks, L. (2010). Anti-bias education for young children and ourselves. NAEYC.

Olson, G., & Fuller, M. (2012). Home and school relations: Teachers and parents working together (4th ed.). Pearson.

Pulido, M. (Ed.). (1990). Neglect. In The NYSPCC professional handbook: Identifying and reporting child abuse and neglect. New York Society for the Prevention of Cruelty to Children.

Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language. Paul H. Brookes.

Trawick-Smith, J. (2017). Early childhood development: A multicultural perspective (7th ed.). Pearson.

 

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