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Building capacity for parent involvement through school-based preschool services
Patel, Sejal, July, 2013
Early Child Development and Care, 183(7), 981-1004

This study investigated whether experience with school-based preschool services would build parents' capacity for school involvement. The research design compared parent involvement in kindergarten across school sites differing in the availability of preschool services, including sites with (1) multiple, integrated school-based preschool services, including seamless child care, family support programmes, and kindergarten (MS); (2) a single preschool family support programme; and (3) no preschool services. Parent surveys were employed with 206 parents of four-year-old and five-year-old children to investigate whether the site types differed in terms of several dimensions of parents' involvement: (1) feelings of efficacy in helping their children succeed in learning, (2) perceptions of their responsibilities in communicating with the teacher, and (3) perceptions of whether their children's school works with them. Parents in the MS sites reported feeling more efficacious, more welcomed by, and more responsibility to link with the school. (author abstract)

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The Early Development Instrument as an evaluation and improvement tool for school-based integrated services for young children and parents: The Toronto First Duty Project
Corter, Carl, September 2008
Early Education and Development, 19(5), 773-794

A description of the use of the Early Development Instrument (EDI) to influence program improvements and to measure community-level school readiness among children enrolled in a program for preschoolers, kindergarteners, and parents across a school district in Toronto, and a comparison of EDI scores at the Toronto First Duty (TFD) integrated services project sites and matched non-TFD community school sites

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An investigation of the career paths of internationally trained early childhood educators transitioning into early learning programs
Mehta, Shelly, August, 2011
Toronto, Ontario, Canada: Atkinson Centre for Society and Child Development.

A study of the employment experiences of early childhood workers in Ontario, Canada, with international early education professional experience and education who had completed an equivalency program, based on interviews with 25 workers

Reports & Papers


A review of the state of the field of early childhood learning and development in child care, kindergarten and family support programs
Cleveland, Gordon, 02 June, 2006
Ottawa, Ontario: Canadian Council on Learning.

A review of research on the relationship of early learning and child care programs in Canada to child development and learning

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A review of the state of the field of early childhood learning and development in child care, kindergarten and family support programs [Executive summary]
Cleveland, Gordon, 02 June, 2006
Ottawa, Ontario: Canadian Council on Learning.

A summary of a review of research on the relationship of early learning and child care programs in Canada to child development and learning

Executive Summary


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Schools as integrated service hubs for young children and families: Policy implications of the Toronto First Duty Project
Corter, Carl, November, 2010
International Journal of Child Care and Education Policy, 4(2), 45-54

A compilation of results of The Toronto First Duty demonstration project designed to examine the feasibility and usability of a universal model for integrating child care, kindergarten, family support and other services in school-based community hubs in Canada

Other


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Selected issues concerning early childhood care and education in China
Corter, Carl, 2006
Paris: United Nations Educational, Scientific and Cultural Organisation.

An examination of the quality of early childhood care and education programs and government services in China, including an analysis of the impact of these programs and services on the development of young children, based, in part, on communications with scholars and officials, both within and outside of the People’s Republic of China

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Toronto First Duty: June 2002 progress report
Griffin, Theresa, 2003
Toronto, Ontario, Canada: Toronto First Duty.

A progress report from the evaluation of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services

Other


Toronto First Duty phase 1 final report: Evidence-based understanding of integrated foundations for early childhood
Toronto First Duty Research and Development Team, October, 2007
Toronto, Ontario, Canada: Toronto First Duty.

Findings on the program outcomes for children, families, and communities of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, based on a mixed-methods, longitudinal case study analysis

Reports & Papers


Toronto First Duty: Phase 1 summary report: Evidence-based understanding of integrated foundations for early childhood
Corter, Carl, 2006
Toronto, Ontario, Canada: Toronto First Duty.

A summary of findings on the program impacts on children, families, and communities of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services

Executive Summary


Toronto First Duty phase 2, 2006-2008: Final research report
Toronto First Duty, June, 2009
Toronto, Ontario, Canada: Toronto First Duty.

Final findings from Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, during its second phase, which focused on promoting the Toronto First Duty service integration model

Reports & Papers


Toronto First Duty phase 2 research progress report: December 2007
Toronto First Duty Research and Development Team, December, 2007
Toronto, Ontario, Canada: Toronto First Duty.

An update on progress of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, during its second phase, which focused on promoting the Toronto First Duty service integration model

Reports & Papers


Toronto First Duty, phase 3: The Bruce WoodGreen case study
Janmohamed, Zeenat, November, 2011
Toronto, Ontario, Canada: Atkinson Centre for Society and Child Development.

Preliminary findings and lessons learned from an evaluation of the Bruce WoodGreen demonstration site of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services

Other


Toronto First Duty: Phase 3 report
Corter, Carl, October, 2012
Toronto, Ontario, Canada: Atkinson Centre for Society and Child Development.

An overview of findings from a multi-year evaluation of Toronto First Duty, a multi-site program in Toronto, Canada, to integrate child care, early education, and family support services, that examine program design, implementation, and outcomes

Other


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Toronto First Duty starting gate report: Implementing integrated foundations for early childhood
Corter, Carl, 2002
Toronto, Ontario, Canada: Toronto First Duty.

A description of Toronto First Duty, a multi-site program that integrates child care, early education, and family support services, and its evaluation

Other


Universal, school-based, integrated early childhood services: Impact on the well-being of parents and their young children
Arimura, Tomoko,
Toronto, Ontario, Canada: Atkinson Centre for Society and Child Development.

Findings from a study of the relationship of both parents' stress and children's routines to participation in Toronto First Duty, a multi-site program in Toronto, Canada, to integrate child care, early education, and family support services, based on data collected from 38 parents and 16 children who participated in either Toronto First Duty or matched, non-integrated early childhood services

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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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