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Assessing preschoolers' self-regulation in homes and classrooms: Lessons from the field
McCabe, Lisa A., 2000
Behavioral Disorders, 26(1), 53-69

A pilot study of the Games As Measurement for Early Self-Control (GAMES) method for assessing preschool children’s ability to control their attention span and inhibitions, based on a sample of 71 children in a Head Start program

Reports & Papers


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Background literature review pertaining to the Early Head Start study
Raikes, Helen, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 1-19

An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes

Other


Child care and children of color
Spencer, Margaret B., 1995
In P. L. Chase-Lansdale & J. Brooks-Gunn (Eds.), Escape from poverty: What makes a difference for children? (pp. 138-156). New York: Cambridge University Press

A discussion of the United States Family Support Act of 1988 and the developmental impact of poverty and child care regulations on children from socioeconomically disadvantaged families

Other


Child Care Subsidies: Who Uses Them and What Do They Buy Low-Income Families and Children?
Johnson, Anna D., 2009
Columbia University, Teachers College

This study uses data from the nationally representative Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to: (1) determine whether eligible recipients of child care subsidies differ from the eligible non-recipients of child care subsidies on child and family characteristics and parental preferences for child care; (2) examine whether subsidy receipt in preschool leads parents to purchase higher-quality child care than they could have afforded without the subsidy; and (3) test whether subsidy receipt in preschool is associated with better school readiness in kindergarten. Expanding on prior work, this study identifies eligible non-recipients of child care subsidies who resemble subsidy recipients not only on observable demographic characteristics but also on variables that are harder to measure, like parental preferences for specific features of child care. Subsidy recipients are compared to eligible non-recipients on family and child characteristics and parental preference variables. Then, a propensity score matching technique is used to estimate the causal effect of subsidy use in preschool on the quality of preschool care children experience. Finally, state-fixed effects regressions with a lagged dependent variable are employed to test whether subsidy use in preschool is associated with children’s school readiness in kindergarten. If such an association exists, the possibility that preschool child care quality mediates this link is explored. In all analyses, children who receive subsidies are compared to children who are eligible for subsidies but who instead use either Head Start, or public pre-kindergarten, or unsubsidized care.

Administration for Children and Families/OPRE Projects


Child-Parent Rating Scales for the Puzzle Challenge Task
Brady-Smith, Christy, 2001
Unpublished instrument adapted from Brooks-Gunn, Liaw, Michael & Zamsky (1992). Manual for coding the Puzzle Task from the Newark Observational Study of the Teenage Parent Demonstration

Instruments


Child welfare and mental health initiatives
Kupersmidt, Janis, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 163-180). New York: Teachers College Press

An examination of three national, multi-site child welfare research initiatives: the Consortium for Longitudinal Studies in Child Abuse and Neglect (LONGSCAN), the National Survey of Child and Adolescent Well-Being (NSCAW), and the Head Start Mental Health Research Consortium (HSMHRC)

Other


The duration and dynamics of child care subsidy use in New York City: Children aged 0-5
Gardner, Margo, 15 July, 2009
New York: Columbia University, National Center for Children and Families.

A summary of a study of the duration of, number of, and gaps between subsidy spells of children from birth through age five in New York City from January 2006 through December 2008

Fact Sheets & Briefs


The duration and dynamics of child care subsidy use in New York City: Children aged 6-13
Gardner, Margo, 15 July, 2009
New York: Columbia University, National Center for Children and Families.

A summary of a study of the duration of, number of, and gaps between subsidy spells of children aged six through 13 in New York City from January 2006 through December 2008

Fact Sheets & Briefs


Early child care initiatives
NICHD Early Child Care Research Network, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 181-224). New York: Teachers College Press

An overview of the NICHD Study of Early Child Care; the Cost, Quality, and Child Outcomes (CQO) Study; the National Study of Child Care for Low-Income Families; and the Growing Up in Poverty (GUP) Project

Other


Early child development in the 21st century: Profiles of current research initiatives
Brooks-Gunn, Jeanne, 2003
New York: Teachers College Press

An anthology of ongoing, large scale research initiatives on early childhood education and development, assembled as part of the Synthesis and Profiles of Research Initiatives on Early Childhood Education and Development Project

Other


Early childhood education: The likelihood of sustained effects
Brooks-Gunn, Jeanne, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 200-205). Baltimore: Paul H. Brookes

An overview of research on the effects of several early education programs on the cognitive, socioemotional, and academic skills of children in the elementary school years

Other


Early childhood intervention in family literacy programs
Fuligni, Allison Sidle, 2004
In The handbook of family literacy (pp. 117-136). Mahwah, NJ: Lawrence Erlbaum Associates

Recommendations for the future implementation and evaluation of family literacy programs supported by research regarding early childhood interventions and family literacy.

Other


Early childhood intervention research initiatives
Berlin, Lisa, 2003
In J. Brooks-Gunn, A.S. Fuligini, & L.J. Berlin (Eds.). Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 65-89). New York: Teachers College Press

An evaluation of two early childhood interventions: the Comprehensive Child Development Program (CCDP), and the Early Head Start (EHS) Research and Evaluation Project

Other


Early Head Start Research and Evaluation Project
United States. Administration for Children and Families,
Education Resources Information Center

This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families.

Major Research Projects


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The EC-HOME across five national data sets in the 3rd to 5th year of life
Leventhal, Tama, 2004
Parenting: Science and Practice, 4(2-3), 161-188

An analysis of the reliability and validity of newly developed subscales of the Home Observation for Measurement of the Environment Early Childhood (EC) HOME using data from five large scale national studies

Reports & Papers


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Effect of early educational intervention on younger siblings: The Infant Health and Development Program
McCormick, Marie C., October, 2012
Archives of Pediatrics & Adolescent Medicine, 166(10), 891-896

A study of the relationship between participation of an older sibling in an early intervention program and the younger sibling's measures of intelligence, youth behavioral problems, and expectations of the future, based on data from the Infant Health and Development Program (IHDP), an eight-site randomized trial of three years of early education for premature low-birth-weight infants who were followed up through age 18, and 229 siblings of participating children born within 5 years of the IHDP study participants

Reports & Papers


Family support initiatives
Fuligni, Allison Sidle, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 115-144). New York: Teachers College Press

An overview of two national family support initiatives: the National Even Start Evaluation, and the National Evaluation of Family Support Programs (NEFSP)

Other


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First-year maternal employment and child development in the first 7 years
Brooks-Gunn, Jeanne, August 2010
Monographs of the Society for Research in Child Development, 75(2), 1-145

A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States

Reports & Papers


Four new national longitudinal surveys on children
Fuligni, Allison Sidle, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 326-359). New York: Teachers College Press

An examination of four nationally representative longitudinal studies focusing on early childhood within several different contexts: child development, child wellbeing, familial composition, socioeconomic status, and other demographic characteristics

Other


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The homelife interview from the Project on Human Development in Chicago Neighborhoods: Assessment of parenting and home environment for 3- to 15-year-olds
Leventhal, Tama, 2004
Parenting: Science and Practice, 4(2-3), 211-241

A description of the development of the Project on Human Development in Chicago Neighborhoods Homelife Interview using aspects of the Home Observation for the Measurement of the Environment inventory

Reports & Papers


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The Home Observation for the Measurement of the Environment (HOME) inventory: The derivation of conceptually designed subscales
Linver, Miriam R., 2004
Parenting: Science and Practice, 4(2-3), 99-114

An overview of a special journal issue devoted to assessing the derivation, validity, and reliability of the subscales of the Home Observation for Measurement of the Environment (HOME)Inventory, using six large, nationally-representative datasets

Reports & Papers


Infant and toddler care: Meeting the needs of families with options that work
Knitzer, Jane, 2002
Policy brief presented at the meeting of the MacArthur Advisory Committee, July 23, 2002, Washington, DC

Fact Sheets & Briefs


Initiatives on children with special needs
Hebbeler, Kathleen, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 296-325). New York: Teachers College Press

A discussion of the implications associated with including special needs children in large scale studies

Other


Initiatives on the transition to school
Fuligni, Allison Sidle, 2003
In J. Brooks-Gunn, A.S. Fuligni, & L.J. Berlin (Eds.), Early Child Development in the 21st Century: Profiles of Current Research Initiatives (pp. 90-115). New York: Teachers College Press

An evaluation of two studies on school readiness: the Head Start Family and Child Experiences Survey (FACES), and the National Head Start/Public School Early Childhood Transition Demonstration Study

Other


Latino American Children and School Readiness: The Role of Early Care Arrangements and Caregiver Language
Bumgarner, Erin, 2011
Columbia University, Teachers College

The number of Latino children in the United States is steadily increasing. This demographic transformation presents several challenges for the United States, one of which is meeting the diverse educational needs of Latino children. This challenge is great; evidence from one national sample of kindergarten students estimates that by kindergarten the Latino-White achievement gaps are as large as 0.77 standard in math and 0.52 standard deviations in reading. Previous research indicates that high quality, center-based child care may help reduce these disparities. This dissertation aims to extend on this literature, using a nationally representative sample of Latino American children, to: (1) investigate selection processes into different care arrangements at 2- and 4-years of age; (2) estimate the impact of these different care arrangements on Latino American children's math, literacy and approaches to learning outcomes in the fall of kindergarten; and (3) examine whether these associations differ by the language spoken in the home, the language spoken by the child's care provider, or match between the two. Research questions include: (1) What factors predict Latino American children's enrollment into different care arrangements at 2-years (center-based care, parental care, or other home-based care) and 4-years (Head Start, pre-kindergarten, other center-based care, parental care, or other home-based care)?; (2) What are the associations between these care arrangements and Latino children's math, literacy, and approaches to learning scores in the fall of kindergarten?; and (3) Are there differential treatment effects depending on the language: (a) of the care provider?; (b) of the home?; (c) the match between home and care provider?

Administration for Children and Families/OPRE Projects


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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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