Early Education

Printz, P. H., Borg, A., & Demaree, M. A. (2003). A look at social, emotional, and behavioral screening tools for head start and early head start . (Prepared under contract to the Head Start Bureau, Administration of Children and Families, Department of Health and Human Services) Newton, MA: Education Development Center, Inc. http://ccf.edc.org/documents/PDF/screentools.pdf .

Head Start Performance Standards require that a specific social, emotional, and behavioral screening be administered for Head Start and Early Head Start children within 45 days of enrollment. We are often asked by Head Start and Early Head Start programs for assistance in locating social, emotional, and behavioral screening tools. This document seeks to clarify these questions regarding this requirement, and to provide guidance for choosing a specific screening tool.

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Center on the Social and Emotional Foundations for Early Learning What Works Briefs

Summaries of Effective Practices for Supporting Children's Social-EmotionalDevelopment and Preventing Challenging Behaviors.

The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief. Available at http://csefel.uiuc.edu/whatworks.html .

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Raven, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. Social Policy Report, 16 (3), Pages 3-18.

This report considers the importance of young children's emotional development for their school readiness. It reviews a recent and persuasive body of research to determine whether children's emotional adjustment can be affected by interventions implemented in the preschool and early school years. Results of this review suggest that family, early educational, and clinical interventions offer policymakers a wide array of choices in ways that they can make sound investments in young children's emotional development and school readiness. This research suggests that although young children's emotional and behavioral problems are costly to their chances of school success, these problems are identifiable early, are amenable to change, and can be reduced overtime. Available at http://www.srcd.org/spr16-3.pdf .

Have A Question?

Contact the Technical Assistance Partnership's Education Resource Specialist, Sandy Keenan, at skeenan@air.org