Reports & Useful Documents

teacher with girl Dissemination of information in a useable format is one way to help create a statewide system of support, training, and resources that give all families and providers barrier-free access to inclusive child care. Continue to check back to this site for reports and publications as they become available.



Latest Issue: Winter 2014
Topics in this issue include: Power of the Visual Schedule, Supporting Brain Development, Executive Function Activities, Needs of Teachers and lists of new resources on the MAP to Inclusion and Belonging website.


Read past issues in the Map Newsletter Archive

MAP Tour PowerPoint™

Download the MAP Tour PowerPoint and use it to guide your exploration of the MAP website.

Summary of Changes to Early Start and the Prevention Resource and Referral Services

An article by Cindy Arstein-Kerslake in collaboration with DDS, CDE, FRCNCA and IDA. This article describes the changes to early intervention law resulting from California budget cuts since 2009 and the Prevention Resource and Referral Services provided by local Early Start Family Resource Centers. It emphasized the importance of referral to local Regional Centers for assessment and evaluation for infants and toddlers with developmental delays as well as for those "at risk" of developmental delays.

Family Resource Center Network of California (FRCNCA)

Early Start Family Resource Centers (ESFRC) provide parent to parent support, outreach, information and referral services to families of children with disabilities and the professionals who serve them.

The Americans with Disabilities Act and Child Care (ADA): A Parent's Guide

This material was adapted by Abby Cohen, JD, with permission from materials developed by the Child Care Law Center in San Francisco, California and includes information on the Americans with Disabilities Act as it applies to private child care programs only.

Bridges Newsletter: Summer 2005 Issue

Download the Summer 2005 issue for information and contacts for the Early Intervention and Early Childhood Education System in California.

Bridges newsletterBridges 2014 E-Journal on CA CSEFEL Teaching Pyramid

The California Head Start State Collaboration Office featured the California Collaborative on the Social and Emotional Foundations for Early Learning (CA CSEFEL) Teaching Pyramid in the 2014 edition of their new Bridges E-Journal. This 19 page newsletter explains how California is supporting the social and emotional development of young children through the CA CSEFEL Teaching Pyramid approach. Included are articles on how various state agencies and training and technical assistance providers are involved with the work of CA CSEFEL and some specific examples of how the Teaching Pyramid approach is being implemented. The rationale and research behind supporting social and emotional development is aptly explained in the article, "Why Focus on Healthy Social and Emotional Development: Executive Function and Its Central Role in School Success" by Laura Fish, Master Coach, of the CA CSEFEL Teaching Pyramid, WestEd Center for Child and Family Studies on page 5 of the E-Journal.

Inclusion Works! Strategies that Promote Belonging for Children with Special Needs in Child Care Settings

Inclusion Works! is a publication of the California Department of Education Early Education & Support Division (CDE/EESD). The book is described and explored as part of this training. It is available for purchase or download from the California Department of Education. As the subtitle indicates the focus is on "creating child care programs that promote belonging for children with special needs." In the book you'll find strategies for inclusion and real life examples of those strategies for children ages birth to 12 included in various programs and settings. When providing training on Inclusion Works! it is important that you have read the book and feel comfortable with the material. If you do not have a special education or related background, it would be best if you partnered with a trainer who can bring that expertise.

For more information, including download & purchasing links, and Training PowerPoints™, see the Inclusion Works! page

MAP Training PowerPoints™
[ Microsoft PowerPoint Required]

The California Map to Inclusive Child Care Project has developed training resources to use for ideas on talking with family members when concerned about a child as well as to better understand the California Early Start system. These resources are intended for early childhood faculty, infant/toddler child care staff, early educators, and after-school providers It is hoped that these resources will support the Map Project purpose of promoting collaboration among early childhood educators and early interventionists/special educators, while also expanding opportunities for inclusion and access to services for children with special needs and their families.

CDE Relevant Documents

  • Early Education & Support Division Publication Resources
    A list of downloadable resources published by the California Department of Education, Child Development Divsion.

  • 2015 Educational Resource Catalog (PDF) (4MB, Modified April 30, 2015).
  • California's Best Practices for Young Dual Language Learners Research Overview Papers (PDF) (3MB)
    This publication provides early childhood educators with valuable information on the most current research on the development of young dual language learners. This series of research overviews spans the disciplines of neuroscience, cognitive science, developmental psychology, assessment, educational research, family engagement, and special needs.
  • The Early Childhood Educator Competencies
    This document, developed in collaboration with First 5 California, describes the knowledge, skills and dispositions that early childhood educators need in order to provide high quality care and education to young children and their families. Click to download directly from CDE [Acrobat Required].
  • Effective Early Childhood Transitions: A Guide for Transition at Age Three---Early Start to Preschool Version 3 (PDF) (1MB) Published February 2015
    The information in this document is a training and technical assistance guide to regulations and recommended practices for transition at age three. Throughout the guide, recommended practices and examples are encouraged, but not required. However, cited statutes and regulations are mandatory requirements. State regulations will be updated as necessary to align with the new federal regulations. © 2015 by the California Department of Developmental Services, Early Start Section and California Department of Education, Special Education Division. All rights reserved.
  • Family Engagement Framework: A Tool for California School Districts (PDF) (4MB)
    "This is a tool districts can use to increase the participation of parents, family members, and community members in a child's education. Research has shown that high levels of parental and community involvement help students succeed in the classroom." — Tom Torkalson, State Superintendent of Public Instruction
  • Guidelines for Early Learning in Child Care Home Settings [Acrobat Required]
    Recognizing the importance of home-based child care settings in today's society, this adaptation of the Prekindergarten Learning and Development Guidelines provides guidance to help home-based child care providers offer high-quality early care and learning experiences to the children and families they serve. The book covers topics such as the roles and relationships involved in home-based child care; how to create safe, inclusive environments that foster early learning and development; ideas for implementing appropriate curriculum; professional development for home-based providers; and things to consider when infants and toddlers receive care in mixed-age group settings.
  • Infant/Toddler Learning and Development Foundations [Acrobat Required]
    The California Infant/Toddler Learning & Development Foundations are at the center of California's infant/toddler learning and development system. The foundations describe how children develop and what they learn, and are designed to illuminate the competencies that infants and toddlers need for later success. The Spanish translation of this document, Fundamentos del aprendizaje y el desarrollo infantil de California [Acrobat Required] was published in 2010.
  • Infant/Toddler Curriculum Framework
    The California Infant/Toddler Curriculum Framework will support early childhood educators working in programs serving children birth to five years of age in implementing high-quality curriculum practices that lead to acquisition of the knowledge and skills described in the Infant/Toddler Learning and Development Foundations.
  • Infant/Toddler Learning and Development Program Guidelines
    [Acrobat Required]
    This publication presents information about how to provide high-quality early care and education, including recommendations for program policies and day-to-day practices that will improve program services to all infants and toddlers. The Spanish translation of this document, Guias para programas de aprendizaje y desarrollo infantil [Acrobat Required], was published in 2010.
  • Preschool Learning Foundations, Volume 1
    The California Preschool Learning Foundations have been approved by Jack O'Connell, Superintendent of Public Instruction, and are currently available.
  • Preschool Curriculum Framework, Volume 1
    [Acrobat Required]
    The California Preschool Curriculum Framework, Volume 1, is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Page 303 (PDF; 459KB; 1p.); correction to print edition.
  • Preschool Learning Foundations, Volume 2
    The California Preschool Learning Foundations, Volume 2, for visual and performing arts, physical development, and health is available from CDE Press.
  • Preschool Learning Foundations, Volume 3 (PDF) (1MB)
    The California Preschool Learning Foundations, Volume 3, covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history–social science and science. This edition features a special abbreviated version of the Alignment Document (PDF) (The Alignment of the California Preschool Learning Foundations with Key Early Education Resources) in the appendix.
  • Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning
    [Acrobat Required]
    This resource guide, Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning, offers a user-friendly review of current research on how to support the language development of English learners during the preschool years (ages three to five). Product flyer (PDF; 177KB; 1 p.) The Spanish translation of this document, Niños de edad preescolar que aprenden inglés: Principios y prácticas que fomentan el lenguaje, la lecto-escritura y el aprendizaje: Guía de Recursos (PDF; 14MB; 141pp.), was published in 2008.
  • Reasons for Concern: That your child or a child in your care may need special help
    Reasons for Concern that your child or a child in your care may need special helpThe first five years are very important in a child's life. The sooner a child is identified, the sooner the child and family can receive specialized services to support growth and development. Parents, family members and caregivers may have concerns about a child's development and seek help when needed. This brochure developed by the California Department of Education in collaboration with the Department of Developmental Disabilities lists reasons for concern related to risk factors, behaviors, seeing, hearing, moving, communicating and thinking that may indicate that a child may need special help. Available in English, Spanish, Chinese, Hmong and Vietnamese.

    Also available in:
    Spanish | Chinese | Hmong | Vietnamese

Building an Inclusive “Preschool for All” Program

This report was published by the Child Care Law Center in September of 2004.

Early Childhood Inclusion Joint Position Statement by DEC and NAEYC

People First Language

Find a variety of People First Language articles by Kathie Snow in the Language-Communication.

Quality Indicators of Inclusive Programs/Practices: A Compilation of Selected Resources

Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage further examination via links to more complete information. National and state-developed resources contained within this document have been designed for a variety of audiences, and may be useful for families, practitioners, program administrators, technical assistance personnel, researchers, and state administrators. From NECTAC Publications, (2010), 34pp.

Cate, D., Diefendorf, M., McCullough, K., Peters, M., & Whaley, K.

US Department of Education Policy Statement on Inclusion

The "Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs" (PDF), released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.