Through surveys and interviews, this publication reveals that parents – regardless of income, education levels and ethnic background – basically want the same things from their child care providers: a safe, nurturing learning environment. The study also reveals that many parents face challenges in finding information about child care options in their communities, care that meets all of their expectations, and resources to pay for early learning programs.

This report provides baseline report on the current state of parents’ knowledge about children’s early development and parents’ perceptions of the resources currently available for young children and their families in Arizona. The results help identify parents’ current knowledge about early development as well as the areas in which families need additional support to access needed services for their child/children.

For kids 5 and younger in early learning programs, success is largely determined by the knowledge and skills of their teachers, and by the quality of the interactions with those educators. This publication describes how Arizona continues to struggle in educational attainment, wages and retention of its early learning workforce. It also offers recommendations for parents, providers, policymakers and other stakeholders on how we can all better support those responsible for helping infants, toddlers and preschoolers get ready for school and set for life!

Strong families are the cornerstone of thriving communities. Turns out, they hold one of the keys to their child’s academic success, as well. The majority of a child’s brain develops by the time she is 5 years old, and the strength of a child’s relationships with her family and early caregivers determines whether her brain will develop in healthy ways that promote learning.

The prevalence of obesity among 2- to 5-year-olds has more than tripled since the 1970s, and multiple studies are showing increased levels of high blood pressure and diabetes in grade schoolers. Poor nutrition has also been linked to developmental delays and dental problems in young kids. This policy brief outlines the problem of early childhood obesity, defines First Things First’s role in supporting healthy weight in young kids, and identifies possible solutions for families, early childhood educators and communities.

First Things First discusses the link between school readiness and early language levels. Last year, nearly 1 in 4 Arizona third graders did not pass the reading portion of the state standardized test. The number of words a child knows at age 3 strongly correlates with reading and comprehension levels at ages 9 and 10. The brief details how First Things First infuses literacy in to its funded programs and offers parents and caregivers tips on how they can support language and literacy development in their child.

Across the country, states are acknowledging the importance of understanding children’s developmental status as they enter kindergarten to ensure an effective response to their instructional needs. Arizona’s KDI partner group is no exception, as they have recognized the importance of the development of a KDI in Arizona. In addition, they understand that the development and implementation of a KDI will be a significant effort within the state. The KDI Stakeholder Taskforce was convened early in the planning process to provide stakeholder input on three key issues: the KDI tool, PD, and communications. This stakeholder input is invaluable as the state moves forward with next steps related to the development of a KDI that will benefit the early childhood community, the K-12 education system, and all children and families across Arizona.