Selected Content Updates in Q1 2026
The VLS integrates the latest research and best practices into its professional development system on an ongoing basis. Our content team reviews new research and updates made to national guidelines. Selected content updates over the last three months include:
Updated CDC Guidance on School-Age Physical Activity
Updated content is now available in Lesson One of the School-Age Physical Development course. This update reflects the CDC guidance recommending that children ages 6–17 get at least 60 minutes of moderate-to-vigorous physical activity each day, including aerobic, muscle-strengthening, and bone-strengthening exercises.
The CDC notes that participating in physical activity clubs, intramural or interscholastic sports, and before- and after-school programs helps children meet daily activity recommendations. These activities also support children’s physical, cognitive, and social–emotional development, helping them thrive both in and out of the program.
Routine & Transition Planning Form Now Available
The Routine & Transition Planning Form is a new Apply activity in Lesson Two of the Program Management course in the Infants & Toddlers, Preschool, and School-Age tracks. Child care professionals can use this tool to identify and modify challenging transitions, deciding who will lead and who will support each task. This form helps teams communicate effectively, establish roles and responsibilities, and manage the classroom or program space efficiently. Regular use of the form promotes smooth routines, strengthens collaboration, and supports children’s success.
Live Leadership Webinar on Supporting Staff Retention
On February 11, the VLS Team hosted a Live Leadership Webinar focused on reducing workforce turnover in Early Care and Education (ECE) programs. Designed for Program Managers, Training & Curriculum Specialists, and other child and youth program leaders, the session explored how frequent staff changes affect children’s learning, staff well-being, and overall program stability.
Drawing on current research, the webinar highlighted evidence-based strategies to strengthen retention, including fostering respectful and caring work environments and supporting professional growth. Leaders were also introduced to VLS tools and resources to support implementation within their programs.
A recording of the webinar and a copy of the webinar slides are now available on the Live Leadership Recording page of the VLS.
Highlights from the Field and Recent Research
New National and State Data on 3-Year-Olds’ Development
Nationwide data now shows, for the first time, a full overview of 3-year-olds’ developmental progress. Data from the National Survey of Children’s Health (NSCH) provides a comprehensive look at the developmental well-being of 3-year-olds nationwide. Using the Healthy and Ready to Learn (HRTL) measure, the survey assesses whether young children are building the skills they need for kindergarten. The HRTL measure evaluates development across five key domains: early learning skills, social–emotional development, self-regulation, physical health, and motor skills.
Combined 2023–2024 NSCH results show that about 64% of 3-year-olds in the U.S. were developmentally on track overall. Motor skills and physical health had the highest rates, while early learning skills and self-regulation were slightly lower, highlighting areas where additional support may be needed.
Early childhood educators can use the Healthy and Ready to Learn (HRTL) dashboard to see how 3-year-olds in their state are developing and how their state compares nationally. These insights can help educators focus on key skill areas, strengthen classroom practices, and partner with families and communities to better prepare children for kindergarten success.
New Guide for Spotting Youth Concussions
A new article published in Archives of Physical Medicine and Rehabilitation provides a simple, evidence-based guide for recognizing concussions in children and youth. It was designed for parents and coaches but is also useful for adults working with children and youth in schools, programs, and child care settings.
The guide outlines how to recognize common concussion symptoms, including headache, dizziness, confusion, blurred vision, and mood changes. It also explains the steps for responding quickly by removing a child from play, monitoring symptoms, and seeking appropriate medical care. Early recognition and prompt action are critical and can help prevent more serious or long-lasting effects.
By following this guidance, families and adults working with children and youth can better coordinate with healthcare providers and promote safer learning, recreation, and care environments.
Find the full guide on the Archive of Physical Medicine and Rehabilitation’s website.
Child Maltreatment Continues to Decline
Recent analyses conducted by Child Trends show that the number of confirmed cases of child abuse and neglect continued to decline through 2023 nationwide, even though referrals to child welfare agencies increased. This trend reflects progress in prevention efforts, along with changes in how agencies screen and respond to reports.
For professionals working with children and youth, the findings highlight key considerations:
- Neglect is the most common form of child maltreatment identified, accounting for 74% of cases.
- Infants and toddlers remain at the highest risk, with children ages 0–3 accounting for 33% of cases.
- About 30% of affected children have been previously referred to child welfare agencies, showing the need for continued prevention-focused supports to reduce the rate of recurrent abuse and neglect.
These findings reinforce the critical role of child and youth professionals in the prevention and early identification of abuse and neglect. By staying up-to-date on child welfare trainings and following trauma-informed practices, child and youth professionals promote the safety and well-being of the children and youth in their care.
Read the full report and view the interactive data dashboard on ChildTrends.org.
Making Education Research Work for Families
Parents and caregivers work hard to make informed decisions about their children’s education, but research can be difficult to find, understand, and apply. A new article from Child Trends highlights practical ways to make education research clear, accessible, and actionable, helping families navigate transitions, school choice, special education needs, and other learning opportunities.
The article emphasizes that parents want data they can readily use, such as grades, test scores, and information about school supports, teaching quality, and learning environments. However, barriers such as information overload and limited access to resources make it difficult for parents to use education research to inform their real-world decisions.
As a result, many parents turn to trusted networks (such as friends, neighbors, and online communities) to help them understand and act on data instead of interacting with the original sources directly. While reaching out to trusted networks is an important part of decision-making, this means that parents often receive information that has been filtered through others’ experiences. This can result in parents having incomplete or inconsistent information.
Child and youth professionals can play an important role in bridging the information gap between education research and families’ everyday lives. Child and youth professionals already exist as part of families’ trusted networks, and by sharing research in plain language, connecting findings directly to the decisions families face, and distributing information in spaces parents already access (such as school newsletters, community programs, and online groups), child and youth professions can help parents make informed choices and strength the connection between research and real life.