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Current Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Child Care Effects in Context: Quality, Stability, and Multiplicity in Nonmaternal Child Care Arrangements from 3 to 6 Years of Age
Tran, Henry, 2004
Temple University

An assessment of the frequency with which low-income preschoolers (ages 3-6) experience unstable and multiple concurrent child care arrangements, and an examination of the effects of quality, stability, and multiplicity on children's social-emotional adjustment and school readiness. The study uses data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, and aims to help policymakers understand how child care experiences affect the social-emotional adjustment and school readiness of children living in poverty.

Administration for Children and Families/OPRE Projects

Goodness of Fit in Child Care: Examining the Contributions of Child and Caregiver Characteristics to Stress Reactivity
Badanes, Lisa, 2007
University of Denver

Previous work has repeatedly shown that full-day child care is associated with increased physiological stress for many young children. Efforts to understand this phenomenon have demonstrated that quality of caregiving is important for predicting the proportion of children who exhibit a rising pattern of the stress-sensitive hormone cortisol across the day at child care. Understanding which children find child care particularly stressful and what caregiving behaviors are most important for buffering them from stress is badly needed. The present study specifically examines whether: (1) child temperament and attachment to parents predict cortisol reactivity across the day at child care; (2) secure attachment to child care providers buffers children against the stress reactivity; and (3) child care providers are able to buffer stress reactivity in a structured one-on-one interaction. Sample: 15 Head Start classrooms, 15 non-Head Start and non-university affiliated classrooms, 170 families, with oversample of 50 Mexican-origin families. Measures: Cortisol samples collected from children's saliva across the day, Attachment Q-set, Semi-structured Interaction, Measures of Sensitive and Intrusiveness, Child Behavioral Questionnaire/ Child Behavior Checklist, Early Childhood Environment Rating Scale- Revised, Parent Survey, Center Director Survey.

Administration for Children and Families/OPRE Projects

The Impact of Childhood Behavior Problems on Child Care and Employment Decision-Making: A Nationally Representative Panel Study
Montes, Guillermo, 2007
Children's Institute (Rochester, N.Y.)

The goal of this study is to examine associations between childhood behavior problems and the stability of child care and employment among working families. Particular attention is paid to autism and childhood behavior problems that may go undiagnosed. The study follows a nationally representative sample of 1500 parents and children ages birth-13, selected from Gallup panel data which includes an oversample of low-income respondents, and a comparison group of parents of children with autism, also selected from Gallup panel data. Both descriptive and multivariate analyses are conducted, and an instrumental variable approach is applied to address possible endogeneity. The expected benefits of this project are to document the influence of behavior problems on child care and employment at the national level, to inform Child Care and Development Fund (CCDF) eligibility criteria for children ages birth-13 with undiagnosed developmental and/or behavior problems, and to build research capacity by linking child care research to autism research and develop two nationally representative longitudinal public domain datasets.

Administration for Children and Families/OPRE Projects

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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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