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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Full Text:no [remove]; Classification:Child Characteristics [remove];
9 results found.|
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Access to Quality Child Care in Montana: Exploring Parent and Provider Perspectives An examination of the capacity of Montana's child care system to serve Native American families and rural families of children with disabilities. The study focuses on issues of access, supply, and demand, and seeks to determine whether the availability of child care services is substantially different for Native American children and children with disabilities than for other families. Methodology includes parent and provider surveys as well as on-site assessment of child care programs. |
Administration for Children and Families/OPRE Projects
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Child Care Choices of Low-Income Families with Vulnerabilities This project explores the ways in which low-income, vulnerable families choose child care. The goal is to identify the family characteristics and contextual factors that expand or limit child care choices. The three-year project takes place in several low-income, urban communities participating in the Annie E. Casey Foundation's Making Connections initiative. The sites are Oakland, Providence, Seattle, and Denver. The focus is on vulnerable families, including families who have children with special needs, parents who are English language learners or immigrants, parents receiving Temporary Assistance for Needy Families (TANF), and children at risk of maltreatment. The research includes a family study and a community study. The family study includes two rounds of field-based, semi-structured interviews with parents regarding their decision-making processes related to child care. The community study, which takes place between the two rounds of family interviews, includes interviews with key community members regarding the community and policy contexts that affect child care choices. The following research questions are addressed: (1) What factors influence choice of care among low-income working families in a diverse set of urban neighborhoods? How do different families with particular vulnerabilities make child care choices?; (2) How do child care choice processes of parents overall, and particularly families who have special vulnerabilities, interact with several key contextual factors (e.g., job options, local policies and programs)?; and (3) What family characteristics or contextual factors seem to particularly expand or constrain the child care choices of low-income families overall, and the lives of vulnerable families in particular? Which of these seem amenable to policy strategies to support choices for low-income working families, and what should these strategies be? |
Administration for Children and Families/OPRE Projects
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Child Care during the First Year of School: How Extent, Type, and Quality Relate to Child Well-Being A systematic examination of the links between extent, type, and quality of child care and children's social-emotional and cognitive well-being, using the Early Childhood Longitudinal Study-kindergarten cohort (ECLS-K). The sample for this study includes approximately 14,000 kindergarteners in the ECLS-K. The research explores the full range of child care options (formal and informal), focusing on sub-groups of children including low-income and subsidy-eligible. This study informs Child Care and Development Fund (CCDF) policy regarding school-age child care, including how to design subsidy programs and cost effective quality enhancement strategies that best support school-age child well-being. |
Administration for Children and Families/OPRE Projects
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Informal Caregiving Among the White Mountain Apache and its Impact on Child Health and Well Being An ethnographic study of informal kith and kin care among the White Mountain Apaches, and the effects of child care practices on child health, with an exploration of the implications of welfare reform for parent employment and child care. The project has three basic components: (1) patterns of caregiving; (2) the practice of alternative caregiving and health related behaviors; and (3) community attitudes. |
Administration for Children and Families/OPRE Projects
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Learning Outcomes for Low-income Children: Child Care Quality and Social Knowledge An examination of the relationship between child care quality, child social knowledge and competence, and child learning outcomes for low-income preschoolers. The first hypotheses examines whether observed classroom quality relates to child social knowledge and competence. The second hypothesis investigates the relationship between social knowledge and competence and learning outcomes. The study aims to inform child care providers and administrators about strategies to enhance children's development, and to inform policy makers interested in implementing cost-effective strategies that might positively relate to low-income children's pre-academic skills. |
Administration for Children and Families/OPRE Projects
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Massachusetts Early Care and Education and School Readiness Study An assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 236 children attending child care centers that have been followed since infancy; and another group of 160 children attending child care centers primarily serving low-income families. The project measures the following school readiness outcomes: (1) language development and communication; (2) cognition and general knowledge, including early math, social and emotional development; (3) approaches to learning; and (4) health and physical development. The study informs policy and program choices about standards for infant and preschool early care and education, the education and training of early care and education professionals, hours of care for young children, and the processes that improve school readiness among young children at risk. |
Administration for Children and Families/OPRE Projects
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Patchworks and Developmental Sequences: Impacts of Multiple Child Care Arrangements on Child Development This ongoing study addresses examines relations between concurrent, multiple child care arrangements, or arrangement multiplicity, and young children's health. Specifically, a longitudinal, comprehensive dataset is used to relate changes in the number of children's child care arrangements to changes in children's communicable diseases and general health from birth through age 5. The mediating effect of peer exposure and the moderating effects of child gender and family income will be tested. It is expected that increases in the number of child care arrangements will be associated with increases in the incidence of children's communicable diseases and decreases in children's general health, and this relationship will be stronger among boys and those living in lower-income families. The research questions are: (1) Is the experience of multiple, concurrent child care settings related to increases in the incidence of communicable diseases and general health among children from birth through age 5?; (2) Is the relationship between arrangement multiplicity and child health mediated by the total number of children to which the child is exposed?; and (3) Is the relationship between arrangement multiplicity and child health stronger among boys and children from low-income families than among girls and children from higher-income families? |
Administration for Children and Families/OPRE Projects
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Promoting Educational Well-being of Young Children with Out-of-Home Placement Histories: The Protective Influence of Formal Early Childhood Learning Experiences A project that seeks to understand: (1) the prevalence of out-of-home placement experiences in a cohort of kindergarten children; and (2) how formal early childhood experiences contribute to resilient outcomes for children in out-of-home placement. The first objective is to examine the prevalence of out-of-home placement experiences for a cohort of kindergarten children in a large, urban public school system. The second objective is to investigate the relationship between out-of-home placement experience and early academic competence. The third objective involves a similar process to investigate the relationship between out-of-home placement experience and academic engagement. The fourth objective is to determine the extent to which formal early childhood experiences contribute to the resilience of children who have been placed in out-of-home care during their first six years of life. This project provides an opportunity for a dialogue between child welfare and education professionals about identifying strategies to promote the educational well-being of children with out-of-home placement experiences, which could stimulate the development of policies that support access to formal early childhood experiences for young children with out-of-home placement experiences. |
Administration for Children and Families/OPRE Projects
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Sparking Connections: Oklahoma Tribal Connections The mission of the Oklahoma Tribal Connection is to strengthen the capacity of families, relative providers, and parents in their role as the first and most important teachers of their young children. Participating tribes include Cherokee Nation, Choctaw Nation, United Keetoowah Band of Cherokee Indians, the Eastern Shawnee Tribe and the Delaware Tribe of Indians. These five tribes in Oklahoma, along with the Oklahoma Child Care Resource and Referral Association as the lead agency, participate in the second phase of the Families and Work Institute's National research and demonstration project called Sparking Connections which addresses the quality of family, friends, and neighbor care. The Family and Work Institute focus of the evaluation is a strict process evaluation, and the Child Care Bureau evaluation portion of the project is on outcomes. The five goals and objectives of the project are: (1) strengthening relative providers; (2) parent education and support; (3) partnerships; (4) respecting and preserving culture; and (5) positive outcomes for children. The five objectives are met by each tribe in a different capacity, and each tribe utilizes some or all of the following methods: provider training; newsletters; incentives; home visits; network meetings; resource libraries; focus groups; provision of health and safety equipment; provision of education materials; and cultural components. The report details specific strategies on how each tribe implements processes to improve the quality of relative care, and reviews quality improvement outcomes from Cherokee Nation based on focus groups and written surveys. |
Administration for Children and Families/OPRE Projects
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