Recent Grants

The Office of Early Childhood Development within the Administration for Children and Families (ACF) at the Department of Health and Human Services (HHS) jointly with the Department of Education (ED) will be soliciting applications from eligible states and territories to carry out the Renewal Grant activities of the Preschool Development Grant Birth Through Five (PDG B-5) Program. The primary purpose of the Renewal Grant is birth though five early care and education systems-building and improvement. These awards will fund state and territories to conduct and/or update a comprehensive statewide birth through five needs assessment and related strategic plan to identify and address opportunities to strengthen early childhood programs in a mixed delivery system. Funds are also used to support the development and mental health of the birth through five early care and education workforce, leading to the improvement of early care and education (ECE) program quality and seamless learning experiences from birth into kindergarten. Additional efforts target increased opportunities for meaningful family engagement and access to ECE programs by means of the development of a coordinated application, eligibility, and enrollment system. Surrounding all of these efforts is an intentional focus on improving B-5 data collection, integration, and use.

The priorities of the program are to ensure that needs assessments and strategic plans efforts across the following areas: 

Maximize family participation and engagement in the state's mixed delivery system 

• Increase access to ECE opportunities for infants and toddlers across the state's mixed delivery system. This includes center-based care, family child care, early childhood home visiting, early intervention, and special education and related services (as required by Part C and section 619 of Part B of the Individuals with Disabilities in Education Act, Statute Chapter 33). 
• Reach underserved children, both by improving services and increasing their access to high-quality ECE. The term underserved children” may include children: 
  • In low-income families. 
  • Living in high-poverty communities. 
  • Learning two or multiple languages. 
  • Experiencing homelessness. 
  • Involved with the child welfare system. 
  • In kinship care, such as those raised by grandparents. 
  • With disabilities or at risk for disabilities. 
  • With special health care needs.
  • Whose parents or caregivers work nontraditional hours or are migrants or seasonal workers. 
  • From immigrant families. 
  • Whose parents or caregivers have a history of, or are at risk for, mental health or substance use disorders. 
  • Who have experienced trauma, such as the loss of a caregiver during the COVID-19 pandemic. 
  • With other needs identified in the statewide needs assessment and identified as a priority population by the state. 
• Increase the inclusion of children with, or at risk of, disabilities through policies and practices that help these children and their families access and participate in any early childhood programs and services available to children without disabilities. 
  • Ensure that children can participate fully in all learning and social activities and within daily routines. 
• Develop and use application, eligibility, and enrollment systems that increase access to high-quality programs and services. These systems should help families find programs that meet their needs and apply for and receive benefits and services. 
• Expand meaningful participation and leadership from parents, providers, community leaders, and faith-based partners, including participants from various cultures and those who speak various languages. 

Support the early childhood workforce 

• Support the early childhood workforce through: 
  • Increased pay and benefits. 
  • Professional development. 
  • Support for gaining credentials and degrees. 
  • Support for staff's health and well-being, including mental health. 

Support ECE program alignment and quality improvements 

• Promote an integrated B-5 ECE system where all types of ECE programs across the mixed delivery system, such as Head Start, child care centers, family child care, and public schools, work closely and in alignment with other programs and supportive services, such as early intervention services and home visiting, that strengthen and stabilize families to help ensure children grow up healthy and ready to learn. 
• Promote ECE program sustainability so programs can succeed over the long term and children can continue to access high-quality programs and services. 
• Prevent or reduce suspensions, expulsions, and other exclusionary practices for young children, especially in demographic groups that researchers have identified as being at higher risk for these practices, through policies and supports for the workforce and families. Provide early childhood providers and schools with resources to meet young children's social-emotional and mental health needs. 
• Incorporate approaches that promote the mental health and well-being of children, families, and providers and address trauma and adverse childhood experiences. 
• Support effective and appropriate transitions for children and families among ECE programs and into kindergarten.