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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Brooks-Gunn, Jeanne [remove]; Classification:Parents & Families [remove];
103 results found.|
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Associations among family environment, sustained attention, and school readiness for low-income children 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 |
Reports & Papers
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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families 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. |
Reports & Papers
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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 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 preferences and satisfaction: An examination of New York City subsidy recipients Highlights of an exploration of the selection of and satisfaction with child care arrangements by New York City parents who receive child care subsidies |
Fact Sheets & Briefs
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Children of the National Longitudinal Survey of Youth: A unique research opportunity 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 |
Reports & Papers
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Conclusions and implications 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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The contribution of parenting to ethnic and racial gaps in school readiness An overview of the research literature regarding parent characteristics and child outcomes that proposes children's school readiness is influenced by parenting behavior |
Other
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Early childhood intervention research initiatives An evaluation of two early childhood interventions: the Comprehensive Child Development Program (CCDP), and the Early Head Start (EHS) Research and Evaluation Project |
Other
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
Major Research Projects
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Economic deprivation and early childhood development 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 |
Reports & Papers
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The effectiveness of Early Head Start for 3-year-old children and their parents: Lessons for policy and programs A summary of the evaluated impacts of Early Head Start on child and parent outcomes near the end of program participation |
Reports & Papers
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The effects of early education intervention on maternal employment, public assistance, and health insurance: The Infant Health and Development Program An investigation of 985 mothers and infants involved in an early childhood intervention, studying the maternal outcomes for employment, education, fertility, and receipt of public assistance and health insurance, based on interviews during pediatric visits |
Reports & Papers
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The effects of early maternal employment on child cognitive development A study of the effects on child cognitive development at age seven or eight of maternal labor force reentry during the first three years of life, controlling for factors such as child care use, based on mothers and their children in the nationally representative National Longitudinal Survey of Youth 1979 |
Reports & Papers
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The effects of early maternal employment on later cognitive and behavioral outcomes A longitudinal study controlling for factors such as child care use to determine if the effects on child cognitive development of maternal labor force reentry during the first three years of life persisted through ages seven or eight, using data from the nationally representative National Longitudinal Survey of Youth 1979 |
Reports & Papers
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The effects of experience of early intervention of low birth weight, premature children: The Infant Health and Development Program A study of the effects of individual children's early intervention experiences, in both home and child development center settings, on child and parental outcomes in the Infant Health and Development Program (IHDP) |
Reports & Papers
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Effects of maternal employment and child-care arrangements on preschoolers' cognitive and behavioral outcomes: Evidence from the children of the National Longitudinal Survey of Youth A study of the relationships among child social and cognitive development, child characteristics, child care arrangements and maternal labor force variables |
Reports & Papers
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The effects of poverty on children A review of longitudinal studies on the relationship between family income and children?s developmental outcomes, emphasizing the influence of the timing, depth, and duration of poverty, and other family characteristics |
Other
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Estimating the effects of Head Start on parenting and child maltreatment A study of the relationship between Head Start participation and both maltreatment and harsh parenting in a sample of 2,807 low income families |
Reports & Papers
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Family support initiatives An overview of two national family support initiatives: the National Even Start Evaluation, and the National Evaluation of Family Support Programs (NEFSP) |
Other
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First-year maternal employment and child development in the first 7 years A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States |
Reports & Papers
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Four new national longitudinal surveys on children An examination of four nationally representative longitudinal studies focusing on early childhood within several different contexts: child development, child wellbeing, familial composition, socioeconomic status, and other demographic characteristics |
Other
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The impact of child care subsidy use on child care quality A study of the relationship between government subsidization and both selection of child care and quality of arrangements, based on data from parents of 456 3-year-olds in 14 cities in the United States |
Reports & Papers
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Impacts of Early Head Start participation on child and parent outcomes at ages 2, 3, and 5 A study of the impact of Early Head Start on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, and an examination of the age at which program impacts appear and of mediators of impacts at age 5, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
Reports & Papers
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The joint influence of mother and father parenting on child cognitive outcomes at age 5 An assessment of the association between both maternal and paternal supportiveness during toddlerhood and young children’s math and language achievement at age 5 in a sample of 200 low-income two-parent homes participating in the Early Head Start Research and Evaluation Project |
Reports & Papers
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Latino American Children and School Readiness: The Role of Early Care Arrangements and Caregiver Language The number of Latino children in the United States is steadily increasing. This demographic transformation presents several challenges for the United States, one of which is meeting the diverse educational needs of Latino children. This challenge is great; evidence from one national sample of kindergarten students estimates that by kindergarten the Latino-White achievement gaps are as large as 0.77 standard in math and 0.52 standard deviations in reading. Previous research indicates that high quality, center-based child care may help reduce these disparities. This dissertation aims to extend on this literature, using a nationally representative sample of Latino American children, to: (1) investigate selection processes into different care arrangements at 2- and 4-years of age; (2) estimate the impact of these different care arrangements on Latino American children's math, literacy and approaches to learning outcomes in the fall of kindergarten; and (3) examine whether these associations differ by the language spoken in the home, the language spoken by the child's care provider, or match between the two. Research questions include: (1) What factors predict Latino American children's enrollment into different care arrangements at 2-years (center-based care, parental care, or other home-based care) and 4-years (Head Start, pre-kindergarten, other center-based care, parental care, or other home-based care)?; (2) What are the associations between these care arrangements and Latino children's math, literacy, and approaches to learning scores in the fall of kindergarten?; and (3) Are there differential treatment effects depending on the language: (a) of the care provider?; (b) of the home?; (c) the match between home and care provider? |
Administration for Children and Families/OPRE Projects
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