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.
Read "A Fair Start for Every Child" to learn more about EDC's work to support early childhood learning.
Learn about EDC’s work with Family STEM Communities.
Learn about EDC’s work to strengthen early childhood interventions with Continuous Quality Improvement.
Learn about the work of EDC’s Center for Children and Technology.
A New Language for Mathematics
Young children often struggle to write down their mathematical ideas. Could computer programming be an easier language for them?
EDC Talks: Making Time for Family Math
What are some fun, easy activities that families can do to encourage math learning at home? (Hint: You are probably already doing some of them.)
Tapping, Swiping, and Learning Science
Research findings on The Cat in the Hat Knows a Lot About That!™ have implications for parents, educators, and educational media developers.
Helping All Children Learn and Thrive
EDC’s David Jacobson discusses his ideas for changing—and improving—early childhood services.
Tools to Support Preschool Learning
New resources support educators on integrating technology and working with emergent bilingual learners.
The Other Side of the Screen
As a researcher, Tiffany Maxon gets to help develop the next generation of children’s television shows.
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, published by the Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST), describes how three schools in Massachusetts, Missouri, and Nebraska int
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 checklist provides early childhood educators with practical information about integrating educational technology in their classrooms.
In this research brief, the authors present findings that highlight the importance of policies, practices, and regulations that state Child Care and Development Fund (CCDF) administrators use in their efforts to increase the supply and quality of early care and education for children from birth through age three, with an emphasis on children from low-income families. The findings are drawn from qualitative analyses of CCDF state plans and based on an online national survey completed by CCDF administrators.
This factsheet provides an overview of some of EDC’s work to strengthen systems and services to help families, home visitors, community members, educators, and healthcare professionals ensure that
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 monograph examines educational technology initiatives in Lebanon, Jordan, the United Kingdom, and the United States over the past decade and draws lessons that can help nations moving forward with their own national educational technology initiatives.
This report describes the proceedings from the first State-Federal STEM Summit, held June 2018 in Washington, D.C.
Conducted by EDC and SRI International, the study’s goal was to understand the extent to which providing access to media resources focused on critical science and engineering concepts can help children living in low-income households learn.