Effectiveness of Early Childhood Programs, Curricula, and Interventions in Promoting School Readiness

The summary for the Effectiveness of Early Childhood Programs, Curricula, and Interventions in Promoting School Readiness grant is detailed below. This summary states who is eligible for the grant, how much grant money will be awarded, current and past deadlines, Catalog of Federal Domestic Assistance (CFDA) numbers, and a sampling of similar government grants. Verify the accuracy of the data FederalGrants.com provides by visiting the webpage noted in the Link to Full Announcement section or by contacting the appropriate person listed as the Grant Announcement Contact. If any section is incomplete, please visit the website for the National Institutes of Health, which is the U.S. government agency offering this grant.

Effectiveness of Early Childhood Programs, Curricula, and Interventions in Promoting School Readiness: The National Institute of Child Health and Human Development (NICHD), the Administration for Children and Families (ACF), and the Assistant Secretary for Planning and Evaluation (ASPE) within the Department of Health and Human Services (DHHS), and the Office of Special Education and Rehabilitation Services (OSERS) of the U.S. Department of Education, invite research grant applications to develop rigorous scientific studies of the effectiveness of integrative early childhood interventions and programs across a variety of early childhood settings in promoting school readiness for children, from birth through age five, who are at risk of later school difficulties. As defined below, integrative programs are those that include components intended to promote children's school readiness across multiple domains of cognitive and socioemotional functioning. This RFA seeks to stimulate systematic, programmatic, multidisciplinary research to determine the most effective early childhood interventions in promoting children's school readiness. Specifically, the co-sponsoring agencies seek research to increase understanding of the types of integrative programs and their components (individually and in combination) that promote child learning and development across multiple domains of early childhood competence, including language and communication, emergent and early literacy, early mathematics, early science, self-regulation of behavior, emotion, and attention, social competency, and motivation to learn, as well as those that address teacher, caregiver, or parent behaviors to promote children's development in these areas. It is expected that projects will address both cognitive and socioemotional domains. In addition, it is expected that projects will identify causal connections between specific program elements (alone or in combination) and specific child competencies, and include process evaluations that lead to understanding how the intervention was implemented and contributed to observed effects. It is expected that a wide range of early interventions and curriculum models will be tested as they are implemented in the full spectrum of early childhood environments, including child care and/or early childhood education settings as well as home-based interventions. It is expected that the research studies and programs stimulated by this initiative will contribute scientific data that bear directly on a number of public policy issues and instructional practices as well as informing developmental science.