Early care and education provide a strong foundation for children's academic success and overall well-being. This focus area has been central to the work of the Institute since its founding more than 50 years ago. One of FPG's first and most influential projects was a longitudinal study of the effectiveness of an early care and education intervention for children from low-income households. This work continues today with research on closing the achievement gap and providing support for dual language learners.
Featured FPG News Story
More than 40 years ago, FPG investigators Thelma Harms and Richard M. Clifford set out to understand what it is young children truly need to succeed. Their time-tested research and extensive observations led to the publication of the ECERS, a research-based instrument to assess the comprehensive quality of early childhood programs for children ages 3–5. Now, a new team of authors will take up the mantle to produce ECERS-4.
FPG researchers contributed to a study of a large sample of classroom teaching staff at 23 early childhood schools across the U.S. serving children birth to age 5 used survival analysis to investigate both the timing of staff turnover and the characteristics associated with turnover.
The Early Childhood TA Center (ECTA) is funded to support state Part C and Preschool Section 619 programs in developing high-quality early intervention and preschool special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young children with disabilities and their families.