Policy Statements and Research

Learn about policy statements, research studies, and position statements that relate to early learning, which may affect the migrant education community.
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Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families

Migration Policy Institute (MPI) Policy Briefs - August 2019

A child’s first years are ones of exceptionally rapid growth, a period that can lay the foundation for school readiness and healthy socioemotional development. Growing awareness of the importance of investing in infants and toddlers is reflected in the spread of home visiting programs—family-focused social services provided in the home on a regular basis to expectant mothers and new parents alongside their young children. The federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program, for example, has seen its funding rise since it was created in 2010, and many states and counties have launched or expanded their own programs.

Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs

Migration Policy Institute (MPI) Policy Briefs - April 2019

A child’s early years are a time of exceptional growth, and ones that can be profoundly affected by traumatic experiences. Research has firmly disproven the idea that infants and toddlers are “too young” to be affected by such experiences, leading to an increased awareness of the need for trauma-informed services for children. Early childhood education and care (ECEC) programs have the potential to play a central role in identifying and addressing the effects of trauma, with lifelong benefits.

Advancing Equity in Early Childhood Education

National Association for the Education of Young Children (NAEYC)
Position Statement - April 2019

All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.

Joint Policy Statement on Meeting the Needs of Families with Young Children Experiencing and At Risk of Homelessness

Policy
January 30, 2017

The U.S. Department of Health and Human Services (HHS), Housing and Urban Development (HUD), and Education (ED) released an inter-agency policy statement on early childhood homelessness.

Supporting Dual Language Learners in Early Learning Settings

Policy
June 2, 2016

The U.S. Departments of Health and Human Services (HHS) and Education (ED) announced a new policy statement on "better supporting our country's youngest dual language learners (DLLs) in early childhood programs."

Inclusion of Children with Disabilities in Early Childhood Programs

Policy
September 14, 2015

The U.S. Department of Health and Human Services and the U.S. Department of Education released a policy statement with a goal of increasing the "inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs."

Expulsion and Suspension Policies in Early Childhood Settings

Policy
December 10, 2014

The U.S. Department of Health and Human Services and the U.S. Department of Education released a policy statement with a goal of increasing the "inclusion of infants, toddlers, and preschool children with disabilities in high-quality early childhood programs."