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Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:Child Characteristics [remove];
75 results found.|
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Access to preschool education in the year before full-time school An examination of variations in child care arrangements in Australia by child sociodemographic characteristics, based on data for 5,872 4- and 5-year-old children from two cohorts of the nationally representative Longitudinal Study of Australian Children |
Reports & Papers
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Adolescent emotional and behavioural outcomes of nonparental preschool childcare An examination of the relationship between nonparental early child care and adolescent mental health outcomes, based on a secondary analysis of data from 197 participants in the Croydon Assessment of Learning Study in the United Kingdom |
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Are minority children disproportionately represented in early intervention and early childhood special education? An examination of the extent to which racial-ethnic minority children are proportionately represented in early intervention and/or early childhood special education, based on data from approximately 7,950 48-month-old children participating in the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative data set of children born in the United States in 2001 |
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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) |
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Birthday effects and preschool attendance A comparison of young-for-grade students to old-for-grade students on both early literacy upon kindergarten entry and their probabilities of being retained in kindergarten, and an examination of the relationship between early education attendance and those comparative differences, based on data from 1,474 economically disadvantaged first-time kindergarteners who attended 468 public schools in Virginia in the fall of 2007 |
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Buffering boys and boosting girls: The protective and promotive effects of Early Head Start for children's expressive language in the context of parenting stress An examination of the relationship between parenting stress and language development of boys and girls, the mediating role of Early Head Start participation, and variation by gender in that relationship, based on data from 3,001 study participants in the national Early Head Start Research and Evaluation (EHSRE) study, and a detailed examination of a subset of 146 participants from a dataset associated with one EHSRE site |
Reports & Papers
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Building bridges to promote educational well-being: A population-based study of the impact and timing of out-of-home placement, child maltreatment & homelessness A study of the prevalence of out-of-home placement in a cohort of second grade students in an urban public school system, of the relationship of out-of-home placement to educational outcomes, and of first experiences of child maltreatment and homelessness as predictors of out-of-home placement, based on data for 12,045 second grade students from an integrated administrative data set |
Reports & Papers
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Case study of the Mesed project A case study conducted at one of five locations of Mesed, a two-generation program in Hungary to provide access to high-quality early education for disadvantaged Roma children and to improve Roma parenting practices, that examines participant characteristics, maternal education level and attitudes, and parental involvement in children's education |
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Change in the early childhood and school age population in Texas, 2000 to 2010, and projected to 2015 An examination of the growth and socioeconomic characteristics of the population of children from birth through age 12 in Texas from 2000 through 2010, and with projections through 2015, based on analyses of data from the 2000 Census, 2010 Census, and 2010 American Community Survey |
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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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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
Reports & Papers
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Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? An estimation of the relationship of participation in a comprehensive early childhood development intervention to income-based differences in child cognitive development and school readiness, based on secondary analyses of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort, and from the impact evaluation of the Infant Health and Development Program, a comprehensive intervention for low-birth-weight premature infants |
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Classroom age composition and rates of change in school readiness for children enrolled in Head Start An examination of associations between classroom age composition and low income Head Start children's rates of change in school readiness over the course of an academic year, based on data from 4,417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program |
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Classroom observations of teacher-child relationships among racially symmetrical and racially asymmetrical teacher-child dyads A study of racial bias in teacher interactions with children, patterns in interactions with children from different racial groups if teachers are racially biased, and an explanation of children's misbehavior under the racially asymmetrical situation, based on data from 8 teachers and 41 children from 4 racially- and linguistically-diverse Head Start classrooms in western Pennsylvania |
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Cultural relay in early childhood education: Methods of teaching school behavior to low-income children There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers-one using implicit instruction and one teaching behavior explicitly-over a period of 5 months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. (author abstract) |
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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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A day in preschool: Variation in children's classroom engagement A summary of an examination of the variation in preschool children's positive and negative engagement with teachers, peers, and tasks, and of the relationship between engagement and both classroom activity settings and child's age and gender, based on data from 283 socioeconomically and linguistically diverse children, 34 through 63 months old, drawn from 84 classrooms |
Fact Sheets & Briefs
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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 |
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Do type of childcare and age of entry predict behavior problems during early childhood?: Results from a large Norwegian longitudinal study A study of the relationship between center care or family day care during the first, second, or third year of life and externalizing and internalizing problems at age 3, and the moderation of that relationship by child's gender, mother's and father's level of education, and family income, based on data from 73,068 children from the nationally representative and longitudinal Norwegian Mother and Child Cohort Study |
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Early academic skills and childhood experiences across the urban-rural continuum An examination of differences in children's academic skills at kindergarten entry across large urban, small urban, suburban, and rural areas, based on data from approximately 6,050 children and their families from the Early Childhood Longitudinal Study, Birth Cohort |
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies [Executive summary] A summary of a synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Executive Summary
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Early childhood needs assessment: Deliverable 1: A baseline on Iowa's young children: Capturing the 'demand' for early-childhood services An examination of recent trends in the size, demographic characteristics, and risk factors of the population of children under 6 years old in Iowa, and with projections through 2020 |
Other
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Earnings benefits of Tulsa's pre-k program for different income groups An estimation of future adult earnings associated with participation in universal prekindergarten in Tulsa, Oklahoma, based on an analysis of student prekindergarten and kindergarten test scores and projections of the relationship of early test scores to future earnings |
Reports & Papers
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