Early childhood education continues to be a high priority across the nation. Total public funding at all levels now exceeds $30 billion annually (Council of Economic Advisers, 2016), which amounts to a doubling of investment over the past two decades (U.S.
Providing better quality and more intensive public education for children from poor and at-risk backgrounds can significantly increase their chances at ending the cycle of poverty.
Data show that only half of all children in the United States are ready for school when they enter kindergarten, and that learning gains from early childhood programs are often lost as children get older.
Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need.
Food is an integral part of survival. What happens when there is not enough food for
children? How does that affect their development, specifically their learning? Dr. Matthew Kim
discusses research on food security and its effect on children and education.
Matthew Kim, Ph.D.
Associate Professor of Economics, University of Saint Thomas
The increasing prevalence of childhood and adult obesity has led to a high priority on the identification of innovative approaches to prevention. Given that the prevalence of adult obesity has doubled over the past 3 decades and currently affects 40% of U. S.
Out-of-school activities have provided many multi-faceted benefits to children and their development. Children from middle-income families have greater participation in out-of-school enrichment activities than do children from lower-income families. Douglas Hartman and Teresa T.
Quality in early childhood programs has been a longstanding priority in policy and practice. Identifying the contribution of specific elements of high quality or effective learning experiences (ELE) is critical in scaling effective programs to population levels.
Strengthening early education means doing what works for all children. This is the vision of the Minnesota Early Learning Council and is directly supported in the World’s Best Work Force statute. The unifying goal is that all children will be ready for school at kindergarten entry.