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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 30 days [remove]; Classification:Parents & Families [remove];
10 results found.|
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Child Care and Community Services: Characteristics of Service Use and Effects on Parenting The study aims to improve the field's understanding of the features of child care services that are most critical to support children's development and identify family-level processes that might be influenced by child care. Specific research questions are: (1) What characteristics of parents predict usage of supports and services offered through the child care center and the community?; (2) What types of services and supports do parents use?; (3) Do the services and supports provided or referred to parents from the child care or preschool setting positively affect the home environment and parenting practices? To address these questions three national data sets (Head Start Impact Study, National Evaluation of Early Head Start, and National Institute of Child Health and Human Development Study of Early Child Care and Youth Development) are being analyzed. The results of the study can further inform the field of the parental characteristics related to service take-up and whether the services have a positive effect on the home, in addition to providing practitioners and policymakers with evidence to design early child care and education programs that improve the environments and relationships vital for children's academic and social development. |
Administration for Children and Families/OPRE Projects
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Child care policy and the experiences of employed Albertan families with pre-school children: Final report A study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
Reports & Papers
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Child care policy and the experiences of employed Albertan families with pre-school children: Final report [Executive summary] A summary of a study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
Executive Summary
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Early Head Start relationships: Association with program outcomes Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8-35 months, M=20), their parents, and 33 program caregivers participated. The results showed that caregiver-child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver-parent relationships were generally positive and temporally stable. Caregiver-child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver-parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver-parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver-child relationship. There were also moderation effects: Stronger associations of caregiver-parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver-family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed. (author abstract) |
Reports & Papers
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Equal access to high quality early education and care?: Evidence from England and lessons from other countries Findings from a study in England on the relationship of children's social background to the quality and expense of care they receive, and a discussion of strategies to increase access to high-quality child care for disadvantaged children in Australia, France, Germany, the Netherlands, New Zealand, Norway, and the United States |
Fact Sheets & Briefs
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Growing Up in Scotland: Birth cohort 2: Patterns of childcare use amongst families with 10 month-old children Findings from a longitudinal study of children in Scotland on the child care arrangements and expenses of families with 10-month-old children |
Reports & Papers
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The importance of preschool and child care for working mothers A discussion of the role of child care in supporting parental employment |
Fact Sheets & Briefs
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Office of Child Development and Early Learning: Program reach and risk assessment: State fiscal year 2011-12 An analysis of the geographic distribution in Pennsylvania of school failure risk indicators and of early childhood program availability, based on secondary and administrative data |
Reports & Papers
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Office of Child Development and Early Learning: Program reach and risk assessment: State fiscal year 2011-12 [Executive summary] A summary of an analysis of the geographic distribution in Pennsylvania of school failure risk indicators and of early childhood program availability, based on secondary and administrative data |
Executive Summary
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State of Delaware early childhood needs assessment An examination of the geographic distribution in Delaware of family risk indicators and early childhood program availability and quality, based on analyses of administrative and census data |
Reports & Papers
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