Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

83 results found.

Select Citation
Result
Resource Type
*
1.

The added impact of parenting education in early childhood education programs: A meta-analysis
Grindal, Todd, November, 2016
Children and Youth Services Review, 70, 238-249

Many early childhood education (ECE) programs seek to enhance parents' capacities to support their children's development. Using a meta-analytic database of 46 studies of ECE programs that served children age three to five-years-old, we examine the benefits to children's cognitive and pre-academic skills of adding parenting education to ECE programs for children and consider the differential impacts of: 1) parenting education programs of any type; 2) parenting education programs that provided parents with modeling of or opportunities to practice stimulating behaviors and 3) parenting education programs that were delivered through intensive home visiting. The results of the study call into question some general longstanding assertions regarding the benefits of including parenting education in early childhood programs. We find no differences in program impacts between ECE programs that did and did not provide some form of parenting education. We find some suggestive evidence that among ECE programs that provided parenting education, those that provided parents with opportunities to practice parenting skills were associated with greater short-term impacts on children's pre-academic skills. Among ECE programs that provided parenting education, those that did so through one or more home visits a month yielded effect sizes for cognitive outcomes that were significantly larger than programs that provided lower dosages of home visits. (author abstract)

Reports & Papers

get fulltext

*
2.

Adequacy of parent-packed lunches and preschooler's consumption compared to dietary reference intake recommendations
Romo-Palafox, Maria Jose, 2017
Journal of the American College of Nutrition, (), 1-8

Background: U.S. preschool children consume inadequate amounts of key nutrients. Understanding the contents of lunches packed by parents and consumed by their children can help identify areas of opportunity for the development of healthy food preferences. Objective: To evaluate the nutrient adequacy of lunches packed by parents and consumed by children attending early care and education (ECE) centers. Methods: Baseline data from 607 parent-child dyads in the "Lunch Is in the Bag" cluster-randomized controlled trial in Central Texas were examined. Foods packed by parents and consumed by children in sack lunches were observed at 30 ECE centers on 2 nonconsecutive days. Mean levels of energy, macronutrients, vitamins, and minerals were estimated with covariate-adjusted multilevel regression models that accounted for center-level clustering and repeated within-child measures. Results: Energy (kilocalories) was 602.48 for packed lunches compared to 374.40 for consumed lunches. In packed lunches, percentage of energy as macronutrients for protein (14.8%), carbohydrate (55.9%), and total fat (31.2%) were within the acceptable macronutrient distribution range (AMDR) for the children's ages. Sugar (28.9% of energy) was above the AMDR recommendation. Only a quarter of parents packed 33% or more of the child's dietary reference intake (DRI) for dietary fiber. Over half the parents packed 33% or more of the DRI for vitamin A and calcium, and less than one in 8 packed 33% of the DRI for potassium. Children consistently consumed between 60 and 80% of the nutrients that were packed. Conclusions: Preschool children rely on parents to present them with healthy food choices, but lunches packed by parents for their preschool children do not consistently provide adequate nutrients. These data and the relationships between the dietary quality of packed and consumed lunches can be useful information to guide nutrition behavior change through targeted interventions. (author abstract)

Reports & Papers

get fulltext

*
3.

Age-related differences in the relation between the home numeracy environment and numeracy skills
Thompson, Rebecca J., 2017
Infant and Child Development, (), 1-13

The home numeracy environment (HNE) is often predictive of children's early mathematics skills, though the findings are mixed. Overall, research on kindergarten-aged children demonstrates a relation between the HNE and early numeracy skills, whereas findings for preschool-aged children are more equivocal. One potential reason for equivocality of these findings is that previous studies have not accounted for the way different practices may relate to children's mathematics skills at different ages. The purpose of the present study was to explore a potential reason for discrepancies in findings of the relation between the HNE and mathematics skills in preschool. Reports of HNE practices were collected from parents of 184 preschool children (71 three year olds and 113 four year olds) and children were assessed on their numeracy skills. Parents of 4-year-olds engaged in HNE activities more frequently than parents of 3-year-olds. Furthermore, more advanced HNE activities were correlated with numeracy performance of older children, but more basic HNE activities were not correlated with numeracy performance of either age group after accounting for parental education. These findings suggest that nuanced approaches in the way the HNE is measured at different ages may be needed in order to accurately assess relations between developmentally appropriate HNE activities and children's outcomes. Highlights - The relation between specific home numeracy environment practices and children's numeracy skills were compared across preschool aged children (3 and 4 years old). Complex home numeracy environment practices were related to numeracy skills of older children, but basic home numeracy environment practices were only related to numeracy skills with younger children until controlling for parental education. More targeted measurement of the home numeracy environment may be needed in order to fully assess its impact on the development of mathematics cognition. (author abstract)

Reports & Papers

get fulltext

4.

The Arizona Kith and Kin Project evaluation brief #2: Latina family, friend, and neighbor (FFN) provider characteristics and features of child care they provide
Shivers, Eva Marie, May, 2016
Phoenix, AZ: Indigo Cultural Center, Institute for Child Development Research and Social Change.

The overall goal of the analysis described in this brief, Brief #2 in a series of four, was to explore and document the characteristics of an increasingly larger segment of child care providers in this country, Latina Family, Friend, and Neighbor providers, and to document and describe features of the child care they provide. This large sample was obtained by collecting data from providers involved in a 14-week training-support group intervention known as the Arizona Kith and Kin Project. (author abstract)

Reports & Papers

get fulltext

5.

The Arizona Kith and Kin Project evaluation brief #2: Latina family, friend, and neighbor (FFN) provider characteristics and features of child care they provide [Executive summary]
Shivers, Eva Marie, May, 2016
Phoenix, AZ: Indigo Cultural Center, Institute for Child Development Research and Social Change.

The overall goal of the analysis described in this brief, Brief #2 in a series of four, was to explore and document the characteristics of an increasingly larger segment of child care providers in this country, Latina Family, Friend, and Neighbor providers, and to document and describe features of the child care they provide. This large sample was obtained by collecting data from providers involved in a 14-week training-support group intervention known as the Arizona Kith and Kin Project. (author abstract)

Executive Summary

get fulltext

*
6.

Beyond book reading: Narrative participation styles in family reminiscing predict children's print knowledge in low-income Chilean families
Leyva, Diana, Q4 2016
Early Childhood Research Quarterly, 37(4), 175-185

Narratives in reminiscing contexts are an important tool in developing literacy abilities. We examined whether parents' narrative participation styles in reminiscing contexts were related to gains in children's vocabulary and print knowledge. Participants were 210 low-income Chilean parents and their pre-kindergarten children (M = 53 months). Parents and children were videotaped discussing a past positive and negative experience at the beginning of pre-kindergarten. Children's vocabulary and print knowledge were assessed at the beginning and end of pre-kindergarten. Parents' narrative styles in conversations about negative, but not positive, experiences had differential predictive power over children's print knowledge, but not vocabulary, longitudinally. Implications for policy makers, researchers and educators working with low-income Chilean families are discussed. (author abstract)

Reports & Papers

get fulltext

7.

Child Care Development Block Grant Act of 2014: Highlighting the new opportunities for family engagement
McCready, Michelle, 30 July, 2015
Arlington, VA: Child Care Aware of America

This webinar explores family and community engagement opportunities under the Child Care & Development Block Grant (CCDBG) Act of 2014. A representative from the National Black Child Development Institute discusses their Parent Empowerment Program, a curriculum that provides parents with support, knowledge, and skills in the areas of child development, parenting practices, and healthy relationship building. The Head Start/Early Head Start parent, family, and community engagement framework is examined. Barriers to effective family engagement are discussed, as well as strategies for program promotion. Additional resources/tools for parents and providers, including Vroom and the Talk, Read, Sing program, are exhibited.

Multimedia

view multimedia

8.

Child Care Development Block Grant Act of 2014: Highlighting the new opportunities for family engagement [PowerPoint]
McCready, Michelle, 30 July, 2015
Arlington, VA: Child Care Aware of America

This PowerPoint presentation accompanies a webinar that explores family and community engagement opportunities under the reauthorized Child Care & Development Block Grant (CCDBG) Act of 2014. A representative from the National Black Child Development Institute discusses their Parent Empowerment Program, a curriculum that provides parents with support, knowledge, and skills in the areas of child development, parenting practices, and healthy relationship building. The Head Start/Early Head Start parent, family, and community engagement framework is examined. Barriers to effective family engagement are discussed, as well as strategies for program promotion. Additional resources/tools for parents and providers, including Vroom and the Talk, Read, Sing program, are exhibited.

Other

get fulltext

*
9.

The development and initial assessment of Reach Out and Read Plus Mathematics for use in primary care paediatrics
Jones, V. Faye, April, 2015
Early Child Development and Care, 185(5), 694-708

Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent-child activities-based mathematics learning programme and test its acceptability and initial efficacy. Method: The evidence-based Reach Out and Read (ROR) programme was adapted to incorporate mathematics content. ROR plus Mathematics (ROR+M) was developed and introduced during well-child visits. Descriptive and repeated-measures analysis of variance analyses were used to evaluate pre- and three weekly post-intervention assessments. Results: Parents self-reported acceptability and initial efficacy of the ROR+M programme was demonstrated. No change was reported in non-mathematical reading behaviour. Discussion: ROR+M was developed and implemented in a primary care paediatric setting serving primarily low-income families. Acceptability and initial efficacy was demonstrated. Randomised clinical trials are needed before widespread implementation. (author abstract)

Reports & Papers

get fulltext

*
10.

Dietary quality of preschoolers' sack lunches as measured by the Healthy Eating Index
Romo-Palafox, Maria Jose, November, 2015
Journal of the Academy of Nutrition and Dietetics, 115(11), 1779-1788

Background Eating habits are developed during the preschool years and track into adulthood, but few studies have quantified dietary quality of meals packed by parents for preschool children enrolled in early care and education centers. Objective Our aim was to evaluate the dietary quality of preschoolers' sack lunches using the Healthy Eating Index (HEI) 2010 to provide parents of preschool children with guidance to increase the healthfulness of their child's lunch. Design This study is a cross-sectional analysis of baseline dietary data from the Lunch Is in the Bag trial. Participants A total of 607 parent-child dyads from 30 early care and education centers in Central and South Texas were included. Main outcome measures Total and component scores of the HEI were computed using data obtained from direct observations of packed lunches and of children's consumption. Statistical analysis Three-level regression models with random intercepts at the early care and education center and child level were used; all models were adjusted for child sex, age, and body mass index (calculated as kg/[square meter]). Results Mean HEI-2010 total scores were 58 for lunches packed and 52 for lunches consumed, out of 100 possible points. Mean HEI component scores for packed and consumed lunches were lowest for greens and beans (6% and 8% of possible points), total vegetables (33% and 28%), seafood and plant proteins (33% and 29%), and whole grains (38% and 34%); and highest for empty calories (85% and 68% of possible points), total fruit (80% and 70%), whole fruit (79% and 64%), and total protein foods (76% and 69%). Conclusions Parents of preschool children pack lunches with low dietary quality that lack vegetables, plant proteins, and whole grains, as measured by the HEI. Education of parents and care providers in early care and education centers is vital to ensure that preschoolers receive high dietary-quality meals that promote their preference for and knowledge of a healthy diet. (author abstract)

Reports & Papers

get fulltext

*
11.

A dyadic analysis of Head Start parents' depressive symptoms and parent involvement: Sense of mastery as a mediator
Meng, Christine, 2016
Early Child Development and Care, , 1-14

This study used the actor-partner interdependence mediation model to examine the association among parents' depressive symptoms, sense of mastery, and parent involvement. To address the research goal, this study conducted secondary analysis using the cross-sectional data collected from the 2000 cohort of the Head Start Family and Child Experiences Survey. Both mothers and fathers with children enrolled in Head Start programmes completed the phone interviews and questionnaires. Results showed that sense of mastery significantly mediated the association between parents' depressive symptoms and Head Start involvement for both parents. Specifically, mothers' increased depressive symptoms were related to lower sense of mastery, which in turn was related to fathers' increased involvement at Head Start. Implications of this study and future research are discussed. (author abstract)

Reports & Papers

*
12.

Early childhood administrators' attitudes and experiences in working with gay- and lesbian-parented families
Church, Julie, 2016
Early Child Development and Care, , 1-17

This study examined the attitudes, preparation, and comfort of early childhood administrators in working with gay and lesbian (GL) parented families and the use of GL inclusive practices within centers. Data were gathered from 203 participants in the state of North Carolina using an online survey. Overall, administrators held a positive attitude towards GLs. Specifically, administrators with higher levels of education held a more positive attitude towards lesbians than gay men. Attitudes also correlated highly with administrator's comfort in working with GL parented families and use of inclusive practices within their center; however, it did not correlate with preparation or training in the field. Participants who identified themselves as very religious had lower scores on all measures used within the study, compared to administrators who were somewhat religious or not religious. Finally, most of the inclusive strategies implemented within centers were perfunctory, which required minimal change and effort by administrators. (author abstract)

Reports & Papers

*
13.

Early full-time day care, mother-child attachment, and quality of the home environment in Chile: Preliminary findings
Carcamo, Rodrigo A., May, 2016
Early Education and Development, 27(4), 457-477

Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother-child relationship were measured. Day care was not negatively associated with the mother-child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment. (author abstract)

Reports & Papers

get fulltext

*
14.

E-book and printed book reading in different contexts as emergent literacy facilitator
Korat, Ofra, May, 2016
Early Education and Development, 27(4), 532-550

We present 3 studies that focused on preschoolers' electronic book (e-book) reading in different contexts aimed at supporting children's early literacy. In Study 1 we researched the impact of children's age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from e-book reading, and 5 readings benefited most skills better than 3. In Study 2 we investigated (a) parents' behavior during joint e-book reading with their children compared to joint printed book reading and (b) parental mediation in joint reading of a considerate e-book compared to joint reading of an inconsiderate e-book. The joint printed book reading yielded more expanding talk than the joint e-book reading, and reading the considerate e-book yielded higher expanding talk than reading the inconsiderate e-book. In Study 3 we compared adult support in joint e-book reading to joint printed book reading and compared both readings to children's independent e-book reading. Reading the e-book with adult support assisted children in progressing in phonological awareness and word reading compared to other group reading. Practice or Policy: Well-designed e-books may serve as good tools to support children's early literacy, and when parents or educators read them with children, children's progress is enhanced. We recommend that these findings be taken into account by e-book designers, policymakers, teachers, and parents. (author abstract)

Reports & Papers

get fulltext

*
15.

The effects of Family-Based Literacy Preparation Program on children's literacy preparation skills
Ozen Altinkaynak, Senay, 2016
Egitim ve Bilim, 41(186), 185-204

In accordance with characteristics of pre-school children's development, families' interest, need, and expectations, and pre-school education and elementary programs, it was aimed to determine the effects of family-based literacy preparation program on children's literacy preparation skills. In the current study, an experimental design with pre/post tests and a control group was used in order to reveal the effectiveness of the Family-Based Literacy Preparation Program. The independent variable in the current study conducted in a 3x3 (three groups: experiment, placebo, and control groups, with 3 measurements: pretest, posttest, and follow-up test) experimental research design was the Family-Based Literacy Preparation Program. The dependent variable in the current study was children's literacy preparation skills. Families in the experiment group received a 23-session treatment. Seminars for a period of 20 weeks were organized for the placebo group and the control group did not receive any treatment. The study group in the current research was selected from among the children attending kindergarten within a public elementary school in Etimesgut, Ankara, Turkey, during 2012-2013 academic years, and their families. In order to obtain data on the effects of applied Family-Based Literacy Preparation Program on children's literacy preparation skills, Phonological Awareness Scale, Vocabulary and Writing Awareness Scale, Turkish Expressive and Recipient Language Skills Test (TIFALDI), and Frostig Visual Perception Test were used. In the current research, covariance analysis (ANCOVA) was conducted in order to define the effects of Family-Based Literacy Preparation Program on children's early literacy skills. Results of the follow-up test were analyzed through t-test. When the permanence of program effect on children's literacy preparation skills was examined, it was observed that Family Based Literacy Preparation Program was effective on the development of children's sound awareness, visual perception, vocabulary, expressive and recipient language skills and this was a long-term effect. (author abstract)

Reports & Papers

get fulltext

*
16.

Empowering young children in poverty by improving their home literacy environments
Evans, Walter, April-June 2016
Journal of Research in Childhood Education, 30(2), 211-225

An innovative DVD of classic nursery rhymes and stories empowered at-risk kindergarten children to control in the home when and how much they listen, promoting better listening, reading, and overall literacy comprehension skills. Coupled with modest teacher training, and limited use in the classroom, the DVD generated dramatic vocabulary growth in nine months and remarkably higher reading scores three years later. Funded by a Georgia Improving Teacher Quality grant, the study was conducted in 33 kindergarten classrooms in 31 Title I schools, each of which normally produced significantly below average test scores in reading. The study documents 459 kindergarten students' mean improvement from the 27th to the 47th percentile on the Peabody Picture Vocabulary Test (PPVT-III). The 303 students who remained in the system as 3rd graders and took Georgia's statewide Criterion Referenced Competency Test in reading failed to meet standards less than half as often (7.6% vs. 16.13%) as their system peers, and scored in the highest range 35% more often (39.6% vs. 27.02%). Forty thousand DVDs have since been distributed and the DVD's ten hours of audio, text, and pictures are now freely available online at hearatale.org. (author abstract)

Reports & Papers

get fulltext

*
17.

Engaging Early Head Start parents in a collaborative inquiry: The co-construction of Little Talks
Manz, Patricia Holliday, 2016
Early Child Development and Care, , 1-24

The purpose of this study was to develop a book sharing intervention to support the language development of infants and toddlers from socioeconomically disadvantaged backgrounds. Low-income parents were engaged in a collaborative inquiry to develop 'Little Talks'. Parents were assigned to three small groups that independently participated in intervention iterations. Iterations were sequenced so that qualitative data collected during the preceding iteration were analysed to inform modifications to refine the subsequent intervention. Book sharing interventions were administered through eight home visits by members of the research team. Starting with Dialogic Reading, qualitative data highlighted needs to produce an intervention that met a range of parental preferences and that was flexible in meeting parents' readiness to acquire new strategies. Little Talks emerged as an intervention that fostered multiple approaches to book sharing by forming and delivering book sharing strategies according to parents' preferences and needs. (author abstract)

Reports & Papers

18.

Engaging families in the assessment process and use of data: An early childhood example
Keizer, Janice, 12 August, 2014
Washington, DC: Regional Educational Laboratory Northeast & Islands

This webinar provides an overview of the Research Program Partnership at the University of Kansas and its work at Educare of Kansas City. Presenters share strategies for using child data as a tool to inform daily practice, to promote family engagement, and to plan within programs and agencies.

Multimedia

view multimedia

19.

Engaging families in the assessment process and use of data: An early childhood example [PowerPoint]
Keizer, Janice, 12 August, 2014
Washington, DC: Regional Educational Laboratory Northeast & Islands

This PowerPoint presentation accompanies a webinar that provides an overview of the Research Program Partnership at the University of Kansas and its work at Educare of Kansas City. Presenters share strategies for using child data as a tool to inform daily practice, to promote family engagement, and to plan within programs and agencies.

Other

get fulltext

*
20.

Engaging first generation immigrant parents of young children with exceptionalities
Ward, Hsuying C., 2014
Advances in Early Education and Day Care, 18(), 27-44

This chapter discusses issues and strategies on engaging first generation immigrant parents of young children with exceptionalities. It describes challenges and obstacles faced by immigrant families and the professionals who serve them with a focus on Latino and Chinese immigrant families, given that Latino and Chinese are two largest immigrant groups to the United States. Available literature in early childhood education and nursing suggests that communication, financial stress, and cultural values are critical issues faced by immigrant families of young children with exceptionalities, regardless their immigrant status. Effective engagement with these families can only be achieved through positive attitudes, care, empathy, and sincere communication. Building the cultural competence, collaboration skills, and repertoire of early childhood professionals on assisting these parents access school and community resources will make the work of engaging these parents more fruitful. (author abstract)

Other

get fulltext

*
21.

Engaging parents in early childhood education: Perspectives of childcare providers
Barnes, Jenna K., June, 2016
Family and Consumer Sciences Research Journal, 44(4), 360-374

Successful engagement of parents in early childhood education has significant implications for a growing child's well-being and success. This qualitative study analyzes the perspectives of 14 North Carolina childcare providers on how providers communicate with parents, how communication is received by parents, and barriers to successful parent engagement. Results indicated that childcare providers used diverse, parent-centered, and technology-based communication strategies to connect with families. While successful communication was common, so were barriers to reaching many families. These barriers suggest the need for programs, training, and resources to help both parents and providers connect. (author abstract)

Reports & Papers

get fulltext

22.

Evaluation of the New York City Pre-K for All initiative, 2014-15: Implementation study report: Family engagement and communication
Westat, Inc.,
New York, NY: Center for Economic Opportunity.

This report presents implementation findings on the topic of family engagement and communication from the perspective of Pre-K for All site administrators and instructional staff. Sources of data include surveys of site administrators and instructional staff from a sample of 201 sites, and in-depth interviews with administrators and staff at 40 of these sites, as well as from a review of available documentation. The sites included in the study were sampled to be representative of all Pre-K for All sites and recruited to participate in the evaluation. Findings are based on self-reported data; family engagement and communication practices were not directly observed. Survey response rates were 91 percent for site administrators and 69 percent for instructional staff. (author abstract)

Reports & Papers

get fulltext

23.

Evaluation of the New York City Pre-K for All initiative, 2014-15: Implementation study report: Family engagement and communication [Executive summary]
Westat, Inc.,
New York, NY: Center for Economic Opportunity.

This report presents implementation findings on the topic of family engagement and communication from the perspective of Pre-K for All site administrators and instructional staff. Sources of data include surveys of site administrators and instructional staff from a sample of 201 sites, and in-depth interviews with administrators and staff at 40 of these sites, as well as from a review of available documentation. The sites included in the study were sampled to be representative of all Pre-K for All sites and recruited to participate in the evaluation. Findings are based on self-reported data; family engagement and communication practices were not directly observed. Survey response rates were 91 percent for site administrators and 69 percent for instructional staff. (author abstract)

Executive Summary

get fulltext

24.

Evaluation of the New York City Pre-K for All initiative, 2014-15: Implementation study report: Family perceptions
Westat, Inc., 19 February, 2016
New York, NY: Center for Economic Opportunity.

This report describes families' engagement in the first year of the Pre-K for All program, and the effect this program had on participating families and children. Findings described in this report are from two data sources: a family survey and focus groups with parents/guardians. The survey was conducted by telephone with 1,090 parents or guardians from March to May 2015 to learn about families' experiences with the pre-K program their children attend. Focus groups were held at six pre-K centers in April and May 2015. A total of 67 relatives (mostly parents, with a few grandparents) attended these groups. (author abstract)

Reports & Papers

get fulltext

25.

Evaluation of the New York City Pre-K for All initiative, 2014-15: Implementation study report: Family perceptions [Executive summary]
Westat, Inc., 19 February, 2016
New York, NY: Center for Economic Opportunity.

This report describes families' engagement in the first year of the Pre-K for All program, and the effect this program had on participating families and children. Findings described in this report are from two data sources: a family survey and focus groups with parents/guardians. The survey was conducted by telephone with 1,090 parents or guardians from March to May 2015 to learn about families' experiences with the pre-K program their children attend. Focus groups were held at six pre-K centers in April and May 2015. A total of 67 relatives (mostly parents, with a few grandparents) attended these groups. (author abstract)

Executive Summary

get fulltext

*
26.

Examining how adding a booster to a behavioral nutrition intervention prompts parents to pack more vegetables and whole gains in their preschool children's sack lunches
Sweitzer, Sara J., January, 2016
Behavioral Medicine, 42(1), 9-17

Data from a five-week intervention to increase parents' packing of vegetables and whole grains in their preschool children's sack lunches showed that, although changes occurred, habit strength was weak. To determine the effects of adding a one-week booster three months post-intervention, children's (N = 59 intervention and 48 control) lunches were observed at baseline (week 0), post-intervention (week 6), pre-booster (week 20), and post-booster (week 26). Servings of vegetables and whole grains were evaluated in repeated measures models and results inspected relative to patterns projected from different explanatory models of behavior change processes. Observed changes aligned with projections from the simple associative model of behavior change. Attention in future studies should focus on behavioral intervention elements that leverage stimulus-response associations to increase gratification parents receive from providing their children with healthy lunches. (author abstract)

Reports & Papers

get fulltext

*
27.

Examining a self-report measure of parent-teacher cocaring relationships and associations with parental involvement
Lang, Sarah N., January, 2017
Early Education and Development, 28(1), 96-114

By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children's development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12-36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents' perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents' perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement. (author abstract)

Reports & Papers

get fulltext

*
28.

Family literacy programmes and young children's language and literacy development: Paying attention to families' home language
Anderson, Jim, 2016
Early Child Development and Care, (), 1-11

In this article, we review the literature on the impact of family literacy programmes on young children's language and literacy learning. After defining family literacy, we present a brief historical overview of family literacy programmes, including persistent questions regarding their effectiveness with respect to young children's language and literacy learning and their propensity to promote the dominant language (e.g. English) while ignoring the benefits of bilingualism and of families' home language maintenance. Meta-analyses reveal that family literacy programmes have a positive effect on young children's language and learning development and studies of bilingual family literacy programmes indicate that they are effective in significantly increasing children's early literacy knowledge in the dominant or mainstream language and in promoting home language maintenance. This finding lends empirical support for bilingual family literacy programmes and the concept of additive bilingualism. We conclude by suggesting implications for practice and for future research. (author abstract)

Literature Review

get fulltext

*
29.

Fathers' and mothers' home learning environments and children's early academic outcomes
Foster, Tricia D., November, 2016
Reading and Writing, 29(9), 1845-1863

The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers' perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents' practices relate to one another as well as how these practices predict children's early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers ([beta] = .18, p<.05) and fathers ([beta] = .22, p<.05) make unique contributions to their preschooler's early academic skills, but only for families where mother has less than a bachelor's degree. For families where mother has a bachelor's degree or higher, the effect of father's HLE practices is not a significant predictor of children's academics when considering mother's HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers' practices, they are particularly important for the academic development of children whose mothers have less than a bachelor's degree. Practical implications are discussed. (author abstract)

Reports & Papers

get fulltext

*
30.

Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school
Erwin, Elizabeth J., July, 2016
Early Childhood Education Journal, 44(4), 325-333

Early childhood practitioners can play a vital role in the development of early self-determination in partnership with families. Self-determination has been generally considered to be about personal agency or control that can also relate to the quality of one's life. Young children with disabilities start to develop a range of critical skills such as engagement and self-regulation that will be needed throughout their lives. These are the early foundational skills that lead to later self-determination. This paper describes a simple four-step process and key features of foundations of self-determination in early childhood, a collaborative process focusing on home-school partnerships. The unique alliance between each dyad (i.e., family member and early childhood practitioner) support child outcomes across naturally occurring routines at home and school. Each family and practitioner dyad uses attainable short-term goals embedded in home and school routines, intentional adult cues, and environmental modifications to promote foundational skills of self-determination in young children with disabilities. (author abstract)

Other

get fulltext

31.

Gearing Up for Kindergarten: Project overview & year-end report for 2014-2015
Brotherson, Sean E.,
Fargo, ND: North Dakota State University, Extension Service.

In 2014-2015 the program operated at 57 sites across North Dakota with 973 families enrolled. Fifty-seven school districts participated and held a total of 71 course sessions. Response rate to the evaluation was 74.3%. This executive summary provides highlights of findings gathered through evaluation of the Gearing Up for Kindergarten program in the program year 2014-15. (author abstract)

Executive Summary

get fulltext

32.

Gearing Up for Kindergarten: Project overview & year-end report for 2014-2015
Brotherson, Sean E., August, 2015
Fargo, ND: North Dakota State University, Extension Service.

This project report for 2014-2015 (9th year of the program) provides results gathered from the entire year of the program's operation in fall 2014 and spring 2015. These results were compiled using feedback gathered from program participants through several different evaluation tools. These tools are briefly summarized below. The project report is divided into sections presenting results derived from each aspect of the evaluation process. It should be noted that this report summarizes key aspects of the data available for analysis, while further ongoing studies and analysis continue to be conducted. (author abstract)

Reports & Papers

get fulltext

33.

Gearing Up for Kindergarten: Project overview & year-end report for 2015-2016
Brotherson, Sean E., June, 2016
Fargo, ND: North Dakota State University, Extension Service.

This project report for 2015-2016 (10th year of the program) provides results gathered from the entire year of the program's operation in fall 2015 and spring 2016. These results were compiled using feedback gathered from program participants through several different evaluation tools. These tools are briefly summarized below. The project report is divided into sections presenting results derived from each aspect of the evaluation process. It should be noted that this report summarizes key aspects of the data available for analysis, while further ongoing studies and analysis continue to be conducted. (author abstract)

Reports & Papers

get fulltext

34.

Gearing Up for Kindergarten: Project overview & year-end report for 2015-2016 [Executive summary]
Brotherson, Sean E., June, 2016
Fargo, ND: North Dakota State University, Extension Service.

In 2015-2016 the program operated at 64 sites across North Dakota with 1,169 families enrolled. Fifty school districts participated and held a total of 90 course sessions. Response rate to the evaluation was 72.7% (850 total respondents). This executive summary provides highlights of findings gathered through evaluation of the Gearing Up for Kindergarten program's sessions in the program year 2015-16. (author abstract)

Executive Summary

get fulltext

*
35.

The home literacy environment and the English narrative development of Spanish-English bilingual children
Bitetti, Dana, October, 2016
Journal of Speech, Language, and Hearing Research, 59(5), 1159-1171

Purpose: The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds. Method: Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results: Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions: These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English. (author abstract)

Reports & Papers

get fulltext

*
36.

The home-literacy environment of young children with disabilities
Justice, Laura M., Q4 2016
Early Childhood Research Quarterly, 37(4), 131-139

Some studies have reported that young children with disabilities have qualitatively distinct home-literacy environments and interests than young children without disabilities. Such differences may contribute to differences in the early-literacy skills of children with and without disabilities. This study was designed to measure three distinct features of the home-literacy environment for children with and without disabilities (frequency of storybook reading, literacy teaching during book reading, children's print interest; hereafter frequency, teaching, and interest) and determine the extent to which these may vary for the two groups of children. Parents of 692 preschool-aged children (57% with disabilities), all enrolled in inclusive early children special education classrooms, completed a comprehensive assessment of the home-literacy environment in fall of the academic year. Children's teachers completed an assessment for each child on their early-literacy skills. The home-literacy environments of children with and without disabilities was distinguishable only for children's interest; frequency and teaching were comparable. Importantly, children's interest was positively associated, concurrently, with early-literacy skills. This study helps to pinpoint which aspect of the home-literacy environment distinguishes between children with and without disabilities. Findings also suggest the potential importance of identifying avenues to improve the print interest of young children with disabilities. (author abstract)

Reports & Papers

*
37.

Home visit quality variations in two Early Head Start programs in relation to parenting and child vocabulary outcomes
Roggman, Lori A., May/June 2016
Infant Mental Health Journal, 37(3), 193-207

Home-visiting programs aiming to improve early child development have demonstrated positive outcomes, but processes within home visits to individual families are rarely documented. We examined family-level variations in the home-visiting process (N = 71) from extant video recordings of home visits in two Early Head Start programs, using an observational measure of research-based quality indicators of home-visiting practices and family engagement, the Home Visit Rating Scales (HOVRS). HOVRS scores, showing good interrater agreement and internal consistency, were significantly associated with parent- and staff-reported positive characteristics of home visiting as well as with parenting and child language outcomes tested at program exit. When home-visiting processes were higher quality during the program, home visit content was more focused on child development, families were more involved in the overall program, and most important, scores on measures of the parenting environment and children's vocabulary were higher at the end of the program. Results showed that home visit quality was indirectly associated with child language outcomes through parenting outcomes. Observation ratings of home visit quality could be useful for guiding program improvement, supporting professional development, and increasing our understanding of the links between home-visiting processes and outcomes. (author abstract)

Reports & Papers

get fulltext

38.

Improving prekindergarten attendance: School-level strategies for messaging, engaging parents, and responding to absences in four DC public schools
Katz, Michael, June, 2016
Washington, DC: Urban Institute.

Over the past decade, there has been an increased focus on attendance and reducing absenteeism in schools. Driven in part by continued research on the negative impact of absenteeism on school performance, future attendance, truancy, and dropout rates, local, state, and federal education agencies have begun to take action. While much of this work has targeted the elementary years, researchers and districts alike have started to focus on curbing absenteeism before the start of kindergarten. Data suggest that early grade levels see some of the worst absenteeism rates, and early attendance issues are associated with future absenteeism and negative academic outcomes (Balfanz and Byrnes 2013; Connolly and Olson 2012; Ehrlich et al. 2014). Early grade levels can also set a family's expectations for attendance and the family-school relationship, and intervening early can help establish better attendance patterns that persist throughout children's academic careers. Though many school districts begin their efforts in kindergarten, some forward-thinking districts, like District of Columbia Public Schools (DCPS), have begun to track and address chronic absenteeism in prekindergarten. This report is part of a multiphase project of the Urban Institute, working with the Early Childhood Education Division (ECED) of DCPS, examining absenteeism in their prekindergarten program and strategies to address it (Katz, Adams, and Johnson 2015; Dubay and Holla 2015). This collaboration with ECED includes the input and support of the family services team, who provide wraparound services for families with children in the universal prekindergarten program. (author abstract)

Reports & Papers

get fulltext

39.

Improving prekindergarten attendance: School-level strategies for messaging, engaging parents, and responding to absences in four DC public schools [Executive summary]
Katz, Michael, June, 2016
Washington, DC: Urban Institute.

Over the past decade, there has been an increased focus on attendance and reducing absenteeism in schools. Driven in part by continued research on the negative impact of absenteeism on school performance, future attendance, truancy, and dropout rates, local, state, and federal education agencies have begun to take action. While much of this work has targeted the elementary years, researchers and districts alike have started to focus on curbing absenteeism before the start of kindergarten. Data suggest that early grade levels see some of the worst absenteeism rates, and early attendance issues are associated with future absenteeism and negative academic outcomes (Balfanz and Byrnes 2013; Connolly and Olson 2012; Ehrlich et al. 2014). Early grade levels can also set a family's expectations for attendance and the family-school relationship, and intervening early can help establish better attendance patterns that persist throughout children's academic careers. Though many school districts begin their efforts in kindergarten, some forward-thinking districts, like District of Columbia Public Schools (DCPS), have begun to track and address chronic absenteeism in prekindergarten. This report is part of a multiphase project of the Urban Institute, working with the Early Childhood Education Division (ECED) of DCPS, examining absenteeism in their prekindergarten program and strategies to address it (Katz, Adams, and Johnson 2015; Dubay and Holla 2015). This collaboration with ECED includes the input and support of the family services team, who provide wraparound services for families with children in the universal prekindergarten program. (author abstract)

Executive Summary

get fulltext

*
40.

Inclusive, democratic family-professional partnerships: (Re)conceptualizing culture and language in teacher preparation
Beneke, Margaret R., February, 2016
Topics in Early Childhood Special Education, 35(4), 234-244

Family-professional partnerships are vital to the provision of appropriate and effective special education services for young children. Despite the recognized need, teacher educators in early childhood and early childhood special education have faced challenges in preparing their students to partner with families from diverse cultural and linguistic backgrounds. In this article, we assert that for pre-service early childhood/early childhood special education teachers to prepare for cross-cultural family-professional partnerships, teacher educators can take a democratic, inclusive perspective and address conceptualizations of culture and language. To this end, we first explain meanings of inclusive education and democratic partnerships. We then focus on conceptualizations of culture and language in developing cross-cultural partnerships. Finally, we provide recommendations to prepare pre-service teachers to form more democratic and inclusive cross-cultural partnerships with families from culturally and linguistically diverse backgrounds. (author abstract)

Other

get fulltext

*
41.

Independent contributions of mothers' and fathers' language and literacy practices: Associations with children's kindergarten skills across linguistically diverse households
Sims, Jacqueline, May, 2016
Early Education and Development, 27(4), 495-512

Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in early development is increasingly emphasized, less is known about these associations in primarily non-English-speaking households or how mothers and fathers independently contribute to children's skills. Using a subsample of data from the Early Childhood Longitudinal Study-Birth Cohort (N = 5,450), this study assessed the frequency of maternal and paternal inputs during early childhood and their prospective connections with children's English language and literacy skills at age 5 across White, Mexican, and Chinese children from linguistically diverse households. Analyses revealed significant differences in inputs by ethnic/language group membership and significant associations between both maternal and paternal inputs and children's skills. These associations did not differ across ethnic/language group membership. Practice or Policy: These results point to the importance of promoting rich home language and literacy environments across diverse households regardless of the language in which they take place or the parent from which they derive. (author abstact)

Reports & Papers

get fulltext

*
42.

The influence of simulations on family engagement -- prospective early childhood educators' perceptions
Prieto, Jesus Paz-Albo, 2016
Early Child Development and Care, , 1-7

Nurturing experiences in preparation for prospective early childhood educators' work with families during their training are critical for establishing empowering relationships. This article details a qualitative case study of 77 prospective early childhood educators engaged with the Parent, Family and Community Engagement Simulation. An electronic questionnaire exploring their beliefs regarding the use of the simulation was conducted at the Universidad Rey Juan Carlos (Spain). The results demonstrate the simulation can be a very effective classroom technique to provide students with the necessary competencies to engage with families effectively and promote school readiness. These results also suggest that the simulation provided important insights into how successful partnership occurs and how to strengthen relationships, helping students to reflect on the importance of family involvement. (author abstract)

Reports & Papers

*
43.

Lesbian, gay, and heterosexual adoptive parents' perceptions of inclusivity and receptiveness in early childhood education settings
Goldberg, Abbie E., January-March 2017
Journal of Research in Childhood Education, 31(1), 141-159

Little research has examined the experiences of lesbian/gay (LG) parent families or adoptive parent families in early childhood education settings. This study uses interview data to examine the perceptions and experiences of 45 lesbian, gay, and heterosexual couples (90 individuals) with 10 adopted children with respect to their (1) openness with schools and teachers regarding their child's adoptive status, racial background, and LG-parent family status and (2) perceptions of school inclusivity and responsiveness with respect to adoption, race, and family structure. The majority of parents explicitly disclosed their adoptive and LG-parent family status with teachers, but few discussed children's racial background with teachers. Many parents viewed their children's schools and teachers as explicitly inclusive of all types of families, providing specific examples of teacher practices that they appreciated. Some parents viewed schools as tolerant but not explicitly inclusive; reactions to this approach varied, with some parents appreciating not being "singled out," and others feeling overlooked. Finally, some parents viewed schools as marginalizing toward their family's adoptive, LG-parent family, and multiracial status. Lesbian mothers tended to report less positive impressions of schools than gay fathers. Findings have implications for schools and teachers seeking to create an inclusive environment for diverse families. (author abstract)

Reports & Papers

get fulltext

*
44.

Literacy in the twenty-first century: Children, families and policy
Saracho, Olivia N., 2016
Early Child Development and Care, (), 1-14

Family literacy refers to parents and their children using literacy together at home. They participate in literacy experiences in a natural way during their daily routines. Studies on family literacy show its impact on the children's literacy development. For more than five decades, family literacy studies have demonstrated the importance of the parents' involvement in promoting their children's acquisition of literacy. Language and literacy theories have been generated based on family literacy research. Evidence supports that family literacy programmes are effective in the children's literacy development. Studies were reviewed to examine how family literacy affects the young children's literacy development. They showed that the children's acquisition of literacy depends on a variety of strategies for working with families that are appropriate for the home environment. This review describes the (1) role of the federal government in promoting the families' education, (2) implementation of parent education programmes in early childhood education, (3) US policies for family literacy, (4) family literacy programmes, and (5) family literacy intervention programmes. (author abstract)

Other

get fulltext

*
45.

Maternal math talk in the home and math skills in preschool children
Susperreguy, Maria Ines, August, 2016
Early Education and Development, 27(6), 841-857

The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the Language ENvironment Analysis System). Results from a sample of naturalistic interactions during mealtimes indicated that all mothers involved their children in a variety of math exchanges, although there were differences in the amount of math input that children received. Moreover, being exposed to more instances of math talk was positively related to children's early mathematical ability a year after the recordings, even after we controlled for maternal education, self-regulation, and recorded minutes. Practice or Policy: These findings improve the understanding of how mothers use math with their preschool children in naturalistic contexts, providing some insight for parents into how to foster children's math skills through verbal input in their normal routines. Moreover, these findings inform kindergarten teachers and practitioners about the math input that children receive at home, which may encourage them to adapt their practice by considering the home environment. (author abstract)

Reports & Papers

*
46.

Maternal support of children's early numerical concept learning predicts preschool and first-grade math achievement
Casey, Beth M., 2016
Child Development, (), 1-18

The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4 1/2 and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first-grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. (author abstract)

Reports & Papers

get fulltext

*
47.

Mindfulness among home visitors in Head Start and the quality of their working alliance with parents
Becker, Brandon D., June, 2016
Journal of Child and Family Studies, 25(6), 1969-1979

The effectiveness of home-visiting programs in improving children's health, developmental, and educational outcomes may depend, in part, on the quality of the relationships between home visitors and parents, one aspect of which is their working alliance (shared bonds, goals, and tasks). However, little is understood about what modifiable factors are associated with a stronger working alliance. The purpose of this study was to determine if home visitors with higher levels of dispositional mindfulness reported a stronger working alliance with parents and whether this association was mediated by greater psychological wellbeing in the home visitor. In the spring of 2012, an anonymous, web-based survey was administered in 50 Head Start and Early Head Start programs in Pennsylvania. Responses were received from 307 of 418 (73.4 %) home visitors. Home visitors reported on dispositional mindfulness (Cognitive and Affective Mindfulness Scale-Revised), psychological well-being, and their working alliance with parents (modified Working Alliance Inventory, Short Form). After controlling for confounders, a 1 SD higher mindfulness score among home visitors was associated with a 0.27 higher score on their working alliance with parents (p<0.001). This association was mediated by visitors' positive psychological well-being [indirect effect = 0.12, 95 % confidence interval (0.08, 0.21)]. Among home visitors in Head Start and Early Head Start, those who had higher levels of mindfulness reported a stronger working alliance with parents. Interventions to promote mindfulness among home visitors may be one approach to strengthening their working alliance with parents and the effectiveness of home-visiting services. (author abstract)

Reports & Papers

*
48.

Mother-child interaction quality in shared book reading: Relation to child vocabulary and readiness to read
Bojczyk, Kathryn E., Q3 2016
Early Childhood Research Quarterly, 36(3), 404-414

Past research has indicated that parent-child book reading interaction quality, not just quantity, is a relevant consideration in children's vocabulary acquisition. In particular, children's active participation is considered key. This study investigated links between maternal beliefs about shared reading strategies and children's readiness to learn to read, mothers' observed shared reading behaviors, and children's vocabulary sizes. Participants were 62 mothers and their preschool children attending Head Start. Mother-child book reading was observed, and mothers' beliefs were measured via self-report and ratings of videotaped vignettes portraying reading strategies. Children's expressive and receptive vocabularies were assessed. Results revealed that dyadic shared reading quality mediated the link between mothers' beliefs and children's expressive, but not receptive, vocabulary. Further, mothers' perceptions of children's readiness to learn to read moderated the link between mother's beliefs and shared reading quality. This evidence highlights the importance of maternal beliefs in guiding behaviors that facilitate preschoolers' vocabulary development. (author abstract)

Reports & Papers

*
49.

Multilingual affordances in a Swedish preschool: An action research project
Ljunggren, Asa, November, 2016
Early Childhood Education Journal, 44(6), 605-612

This article summarizes the work and the main findings of an action research project that was conducted in an early childhood education and care setting in the city of Malmo, Sweden in the autumn of 2013 and spring 2014. Ronnerman's model (Aktionsforskning i praktiken: forskola och skola pa vetenskaplig grund [Action research in practice: preschools and schools on scientific basis]. Studentlitteratur, Lund, 2012) for action research was applied, and the article responds to the research question What happens when parents are involved in constructing a multilingual environment through the use of digital tools in the daily activities in preschool? The analysis was performed collectively by a researcher from the Swedish Research Schools for Preschool Teachers; a teacher with graduate diploma in special needs education, specialized in children's language development and the staff from the participating preschool. The children were aged from 1 to 3 years and had different first languages. By following, documenting, and analyzing the children's encounters with digital tools that recorded parents' verbal monologues, three main themes were identified: Moving from a question-answer pedagogy to new ways of interaction, children's awareness of the different languages in preschool, parents' and teachers' feeling of togetherness. (author abstract)

Reports & Papers

get fulltext

50.

New York City's Pre-K for All: Family perceptions
Westat, Inc., 19 February, 2016
New York, NY: Center for Economic Opportunity.

This report describes families' engagement in the first year of the Pre-K for All program, and the effect this program had on participating families and children. Findings described in this report are from two data sources: a family survey and focus groups with parents/guardians. The survey was conducted by telephone with 1,090 parents or guardians from March to May 2015 to learn about families' experiences with the pre-K program their children attend. Focus groups were held at six pre-K centers in April and May 2015. A total of 67 relatives (mostly parents, with a few grandparents) attended these groups. (author abstract)

Reports & Papers

get fulltext

Select Citation

Search Feedback