From birth to age eight, children take the first steps in a lifelong learning journey. EDC speeds them on their way by designing, studying, supporting, and scaling up programs that enhance school readiness and success. We have a special focus on meeting the needs of children from disadvantaged communities and dual language learners, engaging and supporting families, and building the capacity of educators and communities to sustain improvements.
In the United States, we work to create strong, coherent preK-Grade 3 systems and advance knowledge of how to improve early science, mathematics, and literacy learning. Around the world, we implement innovative early childhood programs that build literacy and numeracy skills, excite interest in learning, and help educators, volunteers, and parents enrich early learning.
Learn more: Read "Early Childhood @EDC."
The Simple Fun of Math Games
EDC’s Kristen Reed talks about the importance of playing math games with young children.
4 Ways to Explore Science with Your Child
Doing science can be as easy as taking a look around. Here are some quick investigations to try.
To Boost Science Learning, Start Early
New research finds that parents say more supports would help them do more science activities with their young children.
Why Does Social Emotional Learning Matter?
These are basic skills that set kids up for success later in life. EDC’s Karen Cairone explains.
How Can We Improve Early Education? Think Birth to Age 8
Improving early learning and care can help families and communities, says EDC’s David Jacobson.
Puerto Rico and the USVI: Head Start after the Hurricanes
Bringing back services devastated by Hurricanes Maria and Irma is critical for thousands of children and families across the Caribbean.
This executive report summarizes the activities of the project, recommendations and lessons learned of the Literacy, Language, and Learning (L3) Initiative, a five-year project funded by the U.S.
This paper provides a resource for prospective DRK–12 grantees by identifying some of the theories that current and recent DRK–12 grantees are using in their research on broadening participation.
In this video, NSF-funded researchers Arthur Barody, Jere Confrey, Paul Goldenberg, and Julie Sarama discuss the importance of mathematics education in the early grades.
This report describes the proceedings from the first State-Federal STEM Summit, held June 2018 in Washington, D.C.
This report summarizes the results of the Time to Learn project in Zambia, which was funded by the U.S.
This toolkit provides program designers with information on how to develop and implement effective early childhood interactive audio instruction (IAI) programs in a range of settings.
This report, jointly developed by the Center on Enhancing Early Learning Outcomes (CEELO) and the BUILD Initiative, shares findings from a think tank and working group in which early childhood lead
This report presents the results of a first-of-its-kind national survey of parents, who were asked about the types of early science educational activities they do with their young children.
This report presents findings from the Prekindergarten Transmedia Mathematics Study.
This paper describes the work of the Home Visiting Collaborative for Improvement and Innovation Network (HV CoIIN).