New Research

Below are highlights from our most recent acquisitions of research reports and journal articles. Research Connections scans its newest acquisitions, focusing on those from key organizations and journals, to identify up to ten articles of high policy relevance to feature here. To view them, click on the titles. For information about full-text access to journal articles and other resources for which full text is not available through Research Connections, see Accessing the Full Text of a Resource.

What high-quality practices in family-provider relationships are associated with positive family, child, and provider outcomes?

Family-provider relationships: A multidisciplinary review of high quality practices and associations with family, child, and provider outcomes
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, 10/01/2011
(Issue Brief OPRE 2011-26a). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved November 21, 2011, from http://www.acf.hhs.gov/programs/opre/cc/childcare_technical/reports/family_provider_multi.pdf

This literature review explores practices in family engagement in children's learning and educational settings and family-sensitive care (i.e. practices that support parents and families in order to promote positive child development) and the relationship of these practices to positive child, family, and provider outcomes. The review found that the following were indicative of positive provider-family relationships: 1) provider attitudes such as respect, commitment, and openness; 2) provider knowledge on how families function, child development and effective parenting skills, and specific knowledge about the child and family; and 3) provider behaviors such as warmly supporting families and being flexible/responsive to children and families' needs, preferences, and culture. These practices were associated with positive child, family, and provider outcomes. For additional information see: ’Family engagement and family-sensitive caregiving: Identifying common core elements and issues related to measurement' & ’Quality rating and improvement systems (QRIS) and family-sensitive caregiving in early care and education arrangements: Promising directions and challenges'.

How well does the Classroom Assessment Scoring System (CLASS) predict academic outcomes and the measurement of social interactions in classrooms serving English only and dual language learners?

Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
Downer, Jason T., 01/01/2012

Researchers in this study examined the validity of the Classroom Assessment Scoring System (CLASS) to predict academic outcomes and to measure social interactions in classrooms with English only and dual language learners. Data were collected and analyzed from 721 prekindergarten classrooms in 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. Research suggests that teachers' emotional supportiveness, level of classroom organization, and high-quality instructional practices (as measured by the CLASS) play a role in children's developmental outcomes. The CLASS functions equally well as an assessment of the quality of teacher-child interactions in prekindergarten settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting.

Can the LEAP Model of early intervention help young children with Autism Spectrum Disorders?

Randomized, controlled trial of the LEAP model of early intervention for young children with Autism Spectrum Disorders
Strain, Phillip S., 11/01/2011

This study sought to examine what impact the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) preschool model might have on young children with autism spectrum disorders. In this randomized and controlled study, the LEAP model was implemented in 28 inclusive preschool classrooms, with training and coaching given over the course of two years. Specifically, the LEAP model features additional teaching training, curriculum strategies, and practices to promote positive behaviors and social interactions. The researchers found that, compared to control classrooms, children in the LEAP classrooms had made greater progress in cognitive, language, social, and problem behavior. Further, these children showed improvements with their autism symptoms. Of note, the outcomes were not correlated to behavior at the beginning of the program, or with the socioeconomic status of the children's family. Rather, how teachers implemented the LEAP model and their thoughts about the model were correlated with child outcomes.

Are attendance rates predictive of gains in expressive language in high-quality preschool classrooms?

Children's attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children's expressive language growth
Logan, Jessica A. R. , 12/01/2011

This set of studies examines whether daily attendance in classrooms with high-quality teacher-child interactions is associated with increased rates of language growth among children from lower socioeconomic status (SES) homes. In Study 1 the sample consisted of 129 children enrolled in 14 public needs-based preschool classrooms. In Study 2 the sample consisted of 160 children enrolled in publicly funded preschool classrooms also mainly serving children from low-income families. The results of both studies supported the hypothesis that attendance and classroom quality are positively related in predicting children's expressive language gains. Specifically, the results indicate that preschool attendance may compensate for high family risk in promoting children's language skills and social competence. Additionally, the findings indicate that classroom attendance is important within the context of high-quality classrooms for promoting language growth. Limitations and implications for future research are also presented.

Can a media-rich intervention improve the early literacy outcomes of low-income preschoolers?

Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial
Penuel, William R., 01/01/2012

This study examined whether a curriculum supplement using digital content from public educational television programs could improve early literacy outcomes of low-income preschoolers. The study sample consisted of 436 children in 80 preschool classrooms in California and New York. Preschool teachers were randomly assigned to implement either a media-rich early literacy intervention or to implement a media-rich supplement focused on science. The results indicate that a media-rich literacy supplement can have a positive impact on early literacy skills of preschoolers from low-income backgrounds. Additionally, teachers reported that they were able to guide the media engagement for their children as intended in the supplement. The authors conclude that incorporating literacy content from public media programming into curriculum supplements (as well as professional development) can impact early literacy outcomes of low-income children.

What impact would wage incentives have on the early childhood workforce?

Strengthening the early childhood workforce: How wage incentives may boost training and job stability
Bridges, Margaret, 11/01/2011

This study examined what impact wage incentives might have on strengthening the early childhood workforce. Specifically, researchers sought to determine if wage incentives might promote more in-service training and reduce teacher turnover. Over the course of three years, nearly 2,800 preschool center directors, teachers, and aides in the classroom in California's Child-care Retention Initiative (CRI) were followed and observed. Participation in CRI consisted of different combinations of wage supplements, as well as additional professional development for those who were seeking training at the college level. Researchers found that among those who participated in the program, there was a lower rate of job turnover. Further, those who participated in the program were likely to complete college-level professional development training courses. The program had its strongest effects on lower paid staff members, such as teaching aides. However, data also revealed that working in a Head Start program was consistently associated with job turnover.

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