Massachusetts Early Care and Education and School Readiness Study

Principal Investigator(s): Robeson, Wendy W.; Roberts, Joanne;
Date Issued: 2004
Description: An assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 236 children attending child care centers that have been followed since infancy; and another group of 160 children attending child care centers primarily serving low-income families. The project measures the following school readiness outcomes: (1) language development and communication; (2) cognition and general knowledge, including early math, social and emotional development; (3) approaches to learning; and (4) health and physical development. The study informs policy and program choices about standards for infant and preschool early care and education, the education and training of early care and education professionals, hours of care for young children, and the processes that improve school readiness among young children at risk.
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Grantee(s)/ Contractor(s): Wellesley College
Funder(s): United States. Child Care Bureau
Contact(s): Robeson, Wendy W.
Source: Wellesley College
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness
Start Date: 09/30/2004
End Date: 09/29/2008
Project Type: Child Care Policy Research Projects
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