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When It's More Than The 'Terrible Twos'

We all know how infants can act up during their terrible twos, but when these behaviors are accompanied by developmental setbacks, they could point to something more serious.
Science Daily
December 2008

Obama Pledge Stirs Hope in Early Education

In the presidential debates, he twice described early childhood education as among his highest priorities, and his choice for secretary of education, Arne Duncan, the Chicago schools superintendent, is a strong advocate for it.
New York Times
January 2009

New Report Recommends Transition Practices for Young Children

A new report from the National Early Childhood Transition Center (NECTC) entitled Recommended Transition Practices for Young Children, provides findings from a national validation survey. The report discusses 21 transition practices validated by early childhood and early childhood special education professionals.
NECTAC eNotes
June 2008

Dual Language Learners in the Early Years:

This report reviews the literature on getting dual language learners
ready for school and looks at ways in which families, communities, services and schools can work together to get children ready to succeed in the early years of education.

National Clearinghouse for English Language Acquisition (NCELA)
November 2008

Early Childhood Briefs from Harvard's Center on the Developing Child

These short, web-based publications from the National Forum on Early Childhood Program Evaluation summarize the results and implications of recently published studies evaluating the effects of childhood programs and conditions.
Harvard's Center on the Developing Child
October 2008


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NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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