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Current Filters: Author:Brooks-Gunn, Jeanne [remove]; Classification:Children & Child Development [remove];

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Approaches to learning and Hispanic children's math scores: The moderating role of English proficiency
Bumgarner, Erin, May, 2013
Hispanic Journal of Behavioral Sciences, 35(2), 241-259

Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of first- and second generation Hispanic immigrants drawn from the Early Childhood Longitudinal Study--Kindergarten cohort. We further tested whether English proficiency moderated this association. Separate models by study wave (kindergarten, first grade, and third grade) were run to examine whether associations among English proficiency, ATL, and math changed over time. Results indicated that ATL, measured at the previous wave, predicted math scores in first and third grade, but not kindergarten. Moreover, in third grade, ATL predicted math only for children who were proficient in English. The implications for Hispanic immigrant children are discussed. (author abstract)

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Are Head Start effects sustained?: A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Lee, Valerie E., 1990
Child Development, 61(2), 495-507

A study of the sustained effects in kindergarten and first grade of Project Head Start for disadvantaged black children between 1969 and 1970 in two American cities

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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

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Associations among family environment, sustained attention, and school readiness for low-income children
Razza, Rachel A., November, 2010
Developmental Psychology, 46(6), 1528-1542

A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age

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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


Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families
United States. Administration for Children and Families, 2001
Washington, DC: U.S. Department of Health and Human Services.

An interim report of the random assignment, impact evaluation of the Early Head Start Research and Evaluation project, analyzing child and family outcomes through the first two years of children's lives.

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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families: Summary report
United States. Administration for Children and Families, 2001
Washington, DC: U.S. Department of Health and Human Services.

A summary of findings from the interim report of the random assignment, impact evaluation of the Early Head Start Research and Evaluation project.

Executive Summary


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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


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Child care quality matters: How conclusions may vary with context
Love, John M., 2003
Child Development, 74(4), 1021-1033

An analysis of three national studies on child care quality and the impact of quality on child development

Other


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Child-care subsidies and school readiness in kindergarten
Johnson, Anna D., September/October 2013
Child Development, 84(5), 1806-1822

The federal child-care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study--Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n = 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. (author abstract)

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Children of the National Longitudinal Survey of Youth: A unique research opportunity
Chase-Lansdale, P. Lindsay, 1991
Developmental Psychology, 27(6), 918-931

A description of the Children of the National Longitudinal Survey of Youth (NLSY) data set and its importance and relevance to future studies in multiple disciplines

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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


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Conclusions and implications
Brooks-Gunn, Jeanne, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 130-143

A summary and discussion of implications from a special issue of the Monographs of the Society for Research in Child Development focusing on the impacts of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for 3,001 randomly-assigned low income families

Other


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Differential effects of high-quality child care
Hill, Jennifer, 2002
Journal of Policy Analysis and Management, 21(4), 601-627

An analysis of data collected from the Infant Health and Development Program examining the differential causal effects of access to high quality child care for at risk children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care

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Does the amount of participation in afterschool programs relate to developmental outcomes?: A review of the literature
Roth, Jodie L., June 2010
American Journal of Community Psychology, 45(3-4), 310-324

A review of literature on the relationship between participation in after school programs and academic, behavioral, or socioemotional outcomes, based on 35 studies

Literature Review


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Does Head Start work?: A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Lee, Valerie E., 1988
Developmental Psychology, 24(2), 210-222

A comparison of cognitive outcomes among Head Start children, children without any preschool experience, and children enrolled in other preschool programs

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Does the neighborhood context alter the link between youth's after-school time activities and developmental outcomes? A multilevel analysis
Fauth, Rebecca, May, 2007
Developmental Psychology, 43(3), 760-777

A longitudinal analysis of the links between neighborhood characteristics and participation in after school activities, and anxiety/depression, delinquency, and substance use among a sample of 9- and 12-year-old youths, using data from the Project on Human Development in Chicago Neighborhoods (PHDCN)

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Do you believe in magic?: What can we expect from early childhood intervention programs
Brooks-Gunn, Jeanne, 2003
Social Policy Report, 17(1)

A brief on the development of vulnerable children and the efficacy of early intervention program for altering their development

Fact Sheets & Briefs


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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 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 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 enrichment opportunities: Participation and cognitive benefits in kindergarten
Malone, Lizabeth M.,
New York: Columbia University, National Center for Children and Families.

Children's out-of-school time in elementary school can include after-school programs, informal child care, extracurricular activities, and experiences and activities with family in the home and community. This paper focuses on kindergartners' extracurricular activities and use of community resources and impact of participation on spring achievement. (author abstract)

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Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program
McCormick, Marie C., 2006
Pediatrics, 117(3), 771-780

Findings from a follow-up study on the persistence of cognitive and behavioral benefits from early childhood program participation in 18-year-olds who were born with low birth weight and participated in the Infant Health and Development Program (IHDP)

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Economic deprivation and early childhood development
Duncan, Greg, 1994
Child Development, 65(2), 296-318

A study of the impact of poverty and poverty correlates such as ethnicity, maternal education, neighborhood conditions and single parenthood on child cognitive and behavioral development, using longitudinal data from the Infant Health and Development program

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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

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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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