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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Full Text:no [remove]; Classification:Child Characteristics [remove];
17 results found.|
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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 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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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2009 (CCDF) [United States] This administrative dataset provides descriptive information about the families and children served through the federal Child Care and Development Fund (CCDF). CCDF dollars are provided to states, territories, and tribes to provide assistance to low-income families receiving or transitioning from temporary public assistance, in obtaining quality child care so they can work, or depending on their state's policy, attend training or receive education. |
Data Sets
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Current Population Survey, October 2010: School Enrollment and Internet Use Supplement This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2010 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The October 2010 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. |
Data Sets
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The debate over the young "disadvantaged child": Preschool intervention, developmental psychology, and compensatory education in the 1960s and early 1970s An account of preschool intervention researchers and developmental psychologists studying young poor children in the 1960s and early 1970s, their perspectives on the causes of educational and developmental problems, their recommended remedies to those problems, and the ramifications of the debate over preschool intervention for compensatory education, with a specific focus on the African American population |
Other
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Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway? A study of the relationship between socioemotional functioning and exposure to non-parental child care and large peer groups during the first 4.5 years of life, based on data from 935 young children with an average age of 55 months from Trondheim, Norway |
Reports & Papers
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Family income and early achievement across the urban-rural continuum A study of the form and magnitude of the relationship between income and early achievement across the urban-rural continuum, based on data on approximately 6,600 children from Early Childhood Longitudinal Study, Birth Cohort |
Reports & Papers
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Kindergarten readiness and performance of Latino children participating in Reach Out and Read An examination of Latino immigrant children's emergent literacy skills and home literacy environments and of the relationship between exposure to the Reach Out and Read program and their emergent literacy skills, based on data from 40 low-income Latino immigrant mothers and their children |
Reports & Papers
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Little evidence that time in child care causes externalizing problems during early childhood in Norway An examination of associations between hours in child care and maternal reports of externalizing problems at 18 and 36 months of age in a sample of 75,271 Norwegian children, 17,910 of whom were siblings |
Reports & Papers
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National Longitudinal Surveys of Labor Market Experience, 1966-1992 The primary purpose of the five sets of surveys that comprise the National Longitudinal Surveys is the collection of data on the labor force experience of specific age-sex groups of Americans: Older Men aged 45-59 in 1966, Mature Women aged 30-44 in 1967, Young Men aged 14-24 in 1966, Young Women aged 14-24 in 1968, and Youth aged 14-21 in 1979. Each of the 1960s cohorts has been surveyed 12 or more times over the years, and the Youth cohort has been surveyed yearly since 1979. The major topics covered within the surveys of each cohort include: (1) labor market experience variables (including labor force participation, unemployment, job history, and job mobility), (2) socioeconomic and human capital variables (including education, training, health and physical condition, marital and family characteristics, financial characteristics, and job attitudes), and (3) selected environmental variables (size of labor force and unemployment rates for local area). While the surveys of each cohort have collected data on the above core sets of variables, cohort-specific data have been gathered over the years focusing on the particular stage of labor market attachment that each group was experiencing. Thus, the surveys of young people have collected data on their educational goals, high school and college experiences, high school characteristics, and occupational aspirations and expectations, as well as military service. The surveys of women have gathered data on topics such as fertility, child care, responsibility for household tasks, care of parents, volunteer work, attitudes towards women working, and job discrimination. As the older-aged cohorts of men and women approached labor force withdrawal, surveys for these groups collected information on their retirement plans, health status, and pension benefits. Respondents within the 1979 Youth cohort have been the focus of a number of special surveys, including the collection of data on: (1) last secondary school attended, including transcript information and selected aptitude/intelligence scores, (2) test scores from the Armed Services Vocational Aptitude Battery (ASVAB), (3) illegal activities participation including police contacts, and (4) alcohol use and substance abuse. Finally, the 1986 and 1988 surveys of the Youth cohort included the administration of a battery of cognitive-socioemotional assessments to the approximately 7,000 children of the female 1979 Youth respondents. Data for the five cohorts are provided within main file releases, i.e., Mature Women 1967-1989, Young Women 1968-1991, Young Men 1966-1981, Older Men 1966-1990, and NLSY (Youth) 1979-1992. In addition, the following specially constructed data files are available: (1) a file that specifies the relationships among members of the four original cohorts living in the same household at the time of the initial surveys, i.e., husband-wife, mother-daughter, brother-sister, etc., (2) an NLSY workhistory tape detailing the week-by-week labor force attachment of the youth respondents from 1978 through the most current survey date, (3) an NLSY child-mother file linking the child assessment data to other information on children and mothers within the NLSY, (4) a supplemental NLSY file of constructed and edited fertility variables, (5) a women's support network tape detailing the geographic proximity of the relatives, friends, and acquaintances of 6,308 female NLSY respondents who were interviewed during the 1983-1985 surveys, and (6) two 1989 Mature Women's pension file detailing information on pensions and other employer-provided benefits. |
Data Sets
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New Americans: The Child Care Choices of Parents of English Language Learners Immigration to this country has increased significantly in recent years. While Mexican immigrants are the largest population of immigrants in the United States (39%), the rest of the population is widely varied, with no one nation accounting for more than 3% of all immigrants. Despite the significant benefits quality Early Childhood Education (ECE) programs offer to immigrant children, their rates of enrollment are significantly lower than for comparable children of U.S. born parents. In order to better address the needs of these new American families, providers and state policymakers need more in-depth knowledge about the perceptions of these families and the factors that influence their choice of care. This study is an in-depth, exploratory study in two cities which reflect the diversity of experience with immigration across the country: Denver, Colorado, where the focus is on Mexican immigrants and Portland, Maine, where the focus is on three of the many refugee populations which have newly settled here. The contrasts, not only in the immigrant populations themselves, but also in the political and historical contexts of the communities in which they live, will offer an opportunity to enrich the field of research on child care choices for this vulnerable population of children and families. The overarching research question for this study is: What factors influence the child care choices of low income immigrant and refugee families of English Language Learners? The mixed methods employed, and the diversity of data sources used, including parents, community leaders, service agency staff, and ECE providers, permits contrasting what immigrant parents express about their needs and preferences for care with providers' understanding and insights about those perceptions and needs. Surveys were administered to child care providers to assess their experiences and challenges with new American families, accomodations made for families, communication with families and level of parent involvement. A brief survey was also given to child care providers to assess training needs on immigrant and refugee issues in childcare and beliefs about English language acquisition. A survey was also administered to K-2 teachers to obtain their perceptions about the impact of attendance in early care and education programs on the school readiness of children from these populations. These findings are useful to those who design and implement ECE programs and policies affecting this population, and for those working directly with these families and children. |
Data Sets
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Poverty is a knot, and preschool is an untangler A discussion of the potential of high-quality early childhood programs to help children in poverty |
Other
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Preparing young Latino children for school success: Best practices in professional development A discussion of the role of early childhood professional development in supporting the school readiness of young Latino children and English language learners, with the example of Youth Development, Inc., an early childhood program employing best professional development practices |
Fact Sheets & Briefs
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Queering early childhood studies: Challenging the discourse of developmentally appropriate practice A discussion of approaches to early childhood training and practice in Ontario and their relationship to normative forms of gender identity and sexual orientation, and an argument for a more inclusive conceptualization of gender identity and sexual orientation as it relates to the concept of developmentally appropriate practice (DAP) and both early childhood training and practice |
Other
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The reality of rurality: Rural parents' experiences of early years services An examination of the experiences of rural parents accessing Best Start early years support services that include child care, family support programs, early assessment and intervention, family literacy programs, child protection programs, and children's public health, based on data from 9 focus groups and 5 interviews conducted in two rural communities in Ontario, Canada |
Reports & Papers
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Third Day of Dialogue: October 24, 25, 2012: Summary report A summary of a meeting on early childhood development programming for First Nations, Metis, and urban Aboriginal children in British Columbia, Canada, and an examination of meeting participant feedback, based on surveys and group discussions |
Reports & Papers
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Timing, extent, and type of child care and children's behavioral functioning in kindergarten An assessment of relationships between the timing, extent, and type of child care from infancy through preschool and children's behavioral functioning in kindergarten, based on data from 6,000 children from the Early Childhood Longitudinal Study-Birth Cohort |
Reports & Papers
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Ways with children: Examining the role of cultural continuity in early educators' practices and beliefs about working with low-income children of color A discussion of three child care studies that use teacher-child ethnic match to examine teacher and program practices in child care programs, associations among teacher-articulated beliefs and practices about families, and young children's processes of forming attachments with caregivers in child care, with an emphasis on center-based child care programs serving primarily low income children of color |
Other
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