Massachusetts Early Care and Education and School Readiness Study

Author(s): Wellesley College. Center for Research on Women; Robeson, Wendy W.; Marshall, Nancy L.; Roberts, Joanne;
Date Issued: 28 March, 2013
Publisher(s): Inter-university Consortium for Political and Social Research
Description: Young children are spending increasingly greater hours in early care and education. While research has clearly documented the importance of the quality of these experiences (National Research Council, 2000), more research is needed in several key areas. This study is 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 242 children attending child care centers that have been followed since infancy (Family Income, Infant Child Care, and Child Development Study); and another group of 130 children attending child care centers primarily serving low-income families. A developmental-ecological conceptual framework is being employed, which considers the influence of ecological contexts on children's developmental trajectories. The following school readiness outcomes are assessed: 1. language development and communication 2. cognition and general knowledge, including early math 3. social and emotional development 4. approaches to learning 5. health and physical development
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Funder(s): United States. Administration for Children and Families. Office of Planning, Research and Evaluation
Alernative Title: Family Income, Infant Child Care and Child Development Study
Source: Wagner Robeson, Wendy, Joanne Roberts, and Nancy Marshall. Massachusetts Early Care and Education and School Readiness Study. ICPSR33968-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-03-28. doi:10.3886/ICPSR33968.v1
Topics: Children & Child Development

Children & Child Development > Child Development & School Readiness

Parent, School, & Community School Readiness/Child School Success & Performance

Parent, School, & Community School Readiness/Child School Success & Performance > Parent, School, & Community School Readiness

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Child Care & Early Education Providers/Organizations
Research Design:

This study was conducted in two waves. This dataset includes data on 130 children from the low-income sample, referred to as the first wave in this data collection. In this wave, data was collected from children's parents, children, and teachers at the pre-kindergarten age time point. This dataset includes data on only those children who completed a full assessment and whose parent and teacher surveys were received.

This dataset also includes data for 242 children that have been followed since infancy, referred to as the second wave in this data collection. These children participated in the Family Income, Infant Child Care, and Child Development Study in infancy, and were then recruited to participate in this study. For the second wave children, data was collected at 12 months, 24 months, and pre-kindergarten. Data was collected from children's parents and the children themselves. At pre-kindergarten, data was also collected from children's teachers. This dataset also includes infancy data for children who were not mailed surveys at the 48 months/pre-kindergarten age time point (220 families and 223 children).
Date of Collection: 2001-10-01--2008-09-29
Period Coverage: 2001-09-30--2008-09-29
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