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1+1=0?: Why a strong evidence base on early care and education does not add up to change
Finch, Jenna E., Q2 2014
Early Childhood Research Quarterly, 29(2), 227-229

A review of the book The Pre-K Debates: Current Controversies and Issues

Book Reviews


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Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children
Fuligni, Allison Sidle, Q2 2012
Early Childhood Research Quarterly, 27(2), 198-209

An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California

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Adding two school age children: Does it change quality in family child care?
Howes, Carollee, 1997
Early Childhood Research Quarterly, 12(3), 327-342

A study of family child care provider quality and caregiver sensitivity before and after enrolling two additional school-age children to these programs

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''Adding two school age children'': (A family child care professional's response)
Eaton, Deborah, 1997
Early Childhood Research Quarterly, 12(3), 343-345

A critique of a study of observed changes to provider quality and caregiver sensitivity after the addition of school-age children in 28 family child care programs

Other


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Addressing the needs of Latino children: A national survey of state administrators of early childhood programs
Buysse, Virginia, 2005
Early Childhood Research Quarterly, 20(2), 146-163

A survey of early childhood administrators' attitudes regarding the challenges of serving Latino children and their families

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Adult health in child care: Health status, behaviors, and concerns of teachers, directors, and family child care providers
Gratz, Rene R., 1996
Early Childhood Research Quarterly, 11(2), 243-267

The results of a statewide survey of health status, behaviors, and concerns of randomly selected early childhood professionals from the Child Care Employee Project

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Advancing the construct validity of the Early Communication Indicator (ECI) for infants and toddlers: Equivalence of growth trajectories across two Early Head Start samples
Greenwood, Charles R., Q4 2013
Early Childhood Research Quarterly, 28(4), 743-758

The Early Communication Indicator (ECI) is a measure for universal screening, intervention decision-making, progress monitoring for infants and toddlers needing higher levels of support, and program accountability. In the context of the ECI's long-term wide-scale use for these purposes, we examined the invariance of ECI measurement in two samples of the same Early Head Start (EHS) population differing in the years data were collected. Invariance or equivalence across samples is an important step in measurement validation because making inferences assumes that the measurements are factorially invariant. A number of time-covarying factors (e.g., assessors, children, etc.) can be hypothesized as threats to measurement invariance. Results of latent growth curve analyses indicated similarity in the functional forms (velocity and shape) of the ECIs four key skill trajectories between groups of children and ECI vocalizations, single, and multiple words trajectories met strong factorial and structural invariance. Gestures met only weak factorial invariance. ECI total communications, a weighted composite of the four scales, also met both strong factorial and structural invariance. With one exception, results indicated that the ECI produced comparable growth estimates over different conditions of programs, assessors, and children over time, strengthening the construct validity of the ECI. Implications are discussed. (author abstract)

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Affordability, accessibility, and accountability: Perceived impacts of the pre-primary education vouchers in Hong Kong
Li, Hui, Q1 2010
Early Childhood Research Quarterly, 25(1), 125-138

An investigation of the influence of the Pre-primary Education Voucher Scheme (PEVS) on the affordability, access, and accountability of kindergarten programs, based on responses to questionnaires from a random sample of 380 parents, principals, and teachers from 79 public and private kindergartens both eligible and ineligible to receive the PVES funding in Hong Kong

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Alphabet knowledge in preschool: A Rasch model analysis
Drouin, Michelle, Q3 2012
Early Childhood Research Quarterly, 27(3), 543-554

An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City

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...And this helps me how?: Family child care providers discuss training
Taylor, Andrew R., 1999
Early Childhood Research Quarterly, 14(3), 285-312

A discussion of the obstacles involved in establishing successful training programs for family child care providers

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Are critical periods critical for early childhood education?: The role of timing in early childhood pedagogy
Bailey, Don, 2002
Early Childhood Research Quarterly, 17(3), 281-294

A description of the concept of critical periods in child development and the relevance to early childhood initiatives and programs

Other


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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?
Early, Diane Marie, 2006
Early Childhood Research Quarterly, 21(2), 174-195

An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements

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''Are two better than one?'': The impact of years in Head Start on child outcomes, family environment, and reading at home
Ritblatt, Shulamit, 2001
Early Childhood Research Quarterly, 16(4), 525-537

An examination of the relationship between length of participation in Head Start and family and child outcomes, using data collected by the Neighborhood House Association Head Start Program of San Diego County

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Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten
Wen, Xiaoli, Q4 2012
Early Childhood Research Quarterly, 27(4), 684-694

A comparison of academic and social outcomes by the end of kindergarten between children who attended Head Start for two years and the ones who attended for one year, based on data from 1,778 Head Start children from the Family and Child Experience Survey (FACES)

Reports & Papers


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Arts enrichment and preschool emotions for low-income children at risk
Brown, Eleanor D., Q2 2013
Early Childhood Research Quarterly, 28(2), 337-346

A comparison of emotion expression and regulation in children attending both arts-integrated and non-arts integrated Head start programs, based on data from 182 low income children

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Arts enrichment and school readiness for children at risk
Brown, Eleanor D., Q1 2010
Early Childhood Research Quarterly, 25(1), 112-124

A study of the growth of children's school readiness skills among low income and at risk children of different levels of development at a preschool using the Kaleidoscope arts enrichment curriculum, and a comparison of the vocabulary scores of children in this program with those of children in a nearby traditional preschool

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Assessing child-care quality with a telephone interview
Holloway, Susan D., 2001
Early Childhood Research Quarterly, 16(2), 165-189

A test of the viability of telephone surveys as an alternative to direct observation methods to assess quality in child care sites, based on a comparison of assessments of 89 family child-care homes and 92 centers using both methods

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Assessing the play beliefs of African American mothers with preschool children
Fogle, Livy M., Q4 2006
Early Childhood Research Quarterly, 21(4), 507-518

A critical discussion of rating scales that measure parent beliefs about play, and a description of a study through which the Parent Play Beliefs Scale (PPBS) was developed and validated, based on the participation of African-American families with children enrolled in Head Start centers

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Assessing the quality of Portuguese child care programs for toddlers
Barros, Sílvia, Q4 2010
Early Childhood Research Quarterly, 25(4), 527-535

A description of the quality of child care for children 1- through 3-years-old, based on data from 160 toddler classrooms in the district of Porto, Portugal

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Assessment of preschool classroom practices: Application of Q-sort methodology
Bracken, Stacey Storch, Q4 2006
Early Childhood Research Quarterly, 21(4), 417-430

An evaluation of the Preschool Classroom Practices Q-Sort, a measure designed to assess the relation between preschool educator's beliefs and practices and the effectiveness of their classroom practices

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The association between preschool children's social functioning and their emergent academic skills
Arnold, David H., Q3 2012
Early Childhood Research Quarterly, 27(3), 376-386

A study of the relationship between social functioning and emergent academic development that includes an examination of gender, ethnicity, and children's feelings about school as moderators of that relationship, based on data from 467 preschool children from 84 classrooms at 44 different centers, as part of a larger study on preventing academic and externalizing difficulties

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Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
Weiland, Christina, Q2 2013
Early Childhood Research Quarterly, 28(2), 199-209

An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010

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At the heart of child care: Predictors of teacher sensitivity in center-based child care
Gerber, Emily, Q3 2007
Early Childhood Research Quarterly, 22(3), 327-346

An examination of the correlation between characteristics of early childhood teachers and settings and teacher sensitivity in 43 child care centers in Northern California

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Attitudes and beliefs of family- and center-based child care providers predict differences in caregiving behavior over time
Susman-Stillman, Amy R., Q4 2013
Early Childhood Research Quarterly, 28(4), 905-917

This study examined how patterns of caregiving behavior differ between family and center providers over time, and to what extent caregivers' attitudes and beliefs shape those caregiving patterns. Ninety-eight child care providers (59 family child care-based [family] and 39 center-based providers) self-reported their initial demographics, attitudes, and beliefs about children and caregiving. Their caregiving behavior in the child care setting was independently and reliably observed three times over the course of one year. When controlling for relevant demographic and structural variables, growth curve analyses revealed patterns of caregiving behavior that varied as a function of provider type and of the interaction between provider type and caregiver attitudes and beliefs. Center-based providers' caregiving behavior was more heavily influenced by attitudes and beliefs and showed greater variability over time than family providers' behavior. Implications for choosing child care and improving professional development are discussed. (author abstract)

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Barriers to the implementation of continuity-of-care practices in child care centers
Aguillard, Amber E., 2005
Early Childhood Research Quarterly, 20(3), 329-344

An examination of barriers to the implementation of continuity-of-care practices in child care centers, based on an analysis of quantitative and qualitative data for 52 children at four centers that advertise their programs as continuity programs

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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