Databases and Resource Libraries
The organizations listed below provide a variety of publications including articles, books, policy briefs, and other reports. Most have either a searchable database or tools for browsing by category, subject, author, or title.
Center for Early Literacy Learning (CELL) publishes CELLpapers, web-based articles about CELL's conceptual framework, methods, approaches, and research findings on topics related early literacy learning.
The Center for Law and Social Policy (CLASP) includes news, briefs, research, and data on pre-k, child care, and Head Start in an easy-to-use weblog format. The Child Care and Early Education Division promotes policies that support both child development and the needs of low-income working parents. Publications include reports, policy briefs, fact sheets, legislative and regulatory analyses, presentations, and testimony.
The Council for Exceptional Children's Division of Publications has resources available for providers to help guide practice and make a difference in the lives of young children with special needs and their families. For example, evidence-based practices and strategies that have shaped the field of early intervention and early childhood special education are included.
NICHCY Publications: Searchable database of publications from the National Dissemination Center for Children with Disabilities which cover many topics related to children and youth with disabilities.
National Early Childhood TA Center (NECTAC) Publications: Searchable database of publications.
The Resource Collection on Fetal Alcohol Spectrum Disorders (FASDs)
The Maternal and Child Health (MCH) Library at Georgetown University has compiled a number of key resources on Fetal Alcohol Spectrum Disorders (FASDs), which includes Web sites; fact sheets and brochures; screening, diagnosis, surveillance, intervention, and training tools; and prevention-education materials (in both English and non-English languages), as well as other materials.
Selected Early Childhood/Early Intervention Training Materials
The 12th edition of this extensive OSEP resource guide includes best practices in teaching, training, and staff development. The guide lists useful, high-quality resources about topics such as assistive technology, diversity, inclusion, legislation, and interagency collaboration. The 12th edition also includes resources designated for cultural and linguistic appropriateness by the CLAS Early Childhood Research Institute.
Assistive Technology Resource Briefs (developed by TnT) are designed to assist states and agencies to enhance their resources that support AT use in early intervention and as such include practical information focused on establishing a lending library, enhancing professional development, and funding for AT.
Walking the Walk: A Guide to Diversity Resources for Trainers lists useful, high-quality resources to prepare early intervention professionals to meet the needs of culturally and linguistically diverse families and communities. The guide also includes a list of organizations and associations that promote diversity in education.
Supporting Partnerships to Assure Ready Kids (SPARKS), an organization supported primarily by the W.K.Kellogg Foundation, provides free publications focusing on school readiness. Check out their most recent publication, Tangible Steps for Tomorrow that details a human-centered approach to evolving the system of early education (ages 0-8) for the needs and possibilities of the 21st century.
Publications
Below you will find links to specific articles, policy briefs and papers, reports, and manuals relevant to early intervention. Please see the related Research section for additional research-based studies and reports.
Concept Papers and Position Statements
Journals, Magazines and Periodicals
The American Academy of Pediatrics offers a portal to a variety of journals and professional periodicals related to children's health.
Early Development Magazine is a publication of FPG Child Development Institute, focusing on research, training and technical assistance.
The Future of Children journal articles aim to translate research into better policy and practice for children. Each journal issue examines a single topic of importance to children from a multidisciplinary perspective.
Books
America’s Future: Latino Child Well-Being in Numbers and Trends was produced by the National Council of La Raza (NCLR) and the Population Reference Bureau (PRB). This data book offers a comprehensive overview of the state of Latino children by integrating a range of key factors and outcomes in the areas of demography, citizenship, family structure, poverty, health, education, and juvenile justice. It provides an overview of current national and state-level trends for Latino children under age 18 relative to non-Hispanic White and Black children, documenting both regional variations and changing trends since the year 2000.
My 1st Year, published by the Center for Early Childhood Mental Health Consultation is designed to document a baby’s first year of life and can be used as a tool by both providers and parents.
Discovering Feelings, published by the Center for Early Childhood Mental Health Consultation, offers caregivers an easy way to: (1) Introduce emotional vocabulary to a child; (2) Illustrate for children a range of emotions; (3) Validate the wide range of emotions experienced by children; and (4) Assist children in linking emotional vocabulary with specific actions.
Literature Reviews
Literature Review Analyzes the Research on Early Childhood Professional Development
The U.S. Department of Education recently released a review of the literature titled Toward the Identification of Features of Effective Professional Development for Early Childhood Educators: Literature Review (2010). The review is meant to help identify core features of effective professional development for early childhood educators. It includes research findings on: 1) strengthening human or social capital; 2) strengthening practices at institutions or organizations providing professional development; 3) strengthening early educator practices related to specific child outcomes; and, 4) strengthening overall quality in classroom or group settings.
