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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Classification:Programs, Interventions & Curricula [remove];
9 results found.|
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America Cares for Children and Youth: School-Age Care Needs Assessment and Training Project A project documenting the demand and supply of formal and informal school-age care, particularly for ethnic minority or low-income youth, in inner city and remote rural areas of Georgia. The project also develops and evaluates community needs assessment tools and training protocols for informal caregivers. |
Administration for Children and Families/OPRE Projects
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Child Care and Special Needs Children: Challenges for Low-income Families A study of child care for children with special needs that also examines related issues of welfare reform and coordination with early intervention services at the community level. The research is based on focus groups and in-depth interviews with low income parents of children with special needs in six communities in Maine and Connecticut, as well as interviews with welfare caseworkers, early intervention case managers, child care providers, and low-wage employees, to provide a context for parents' perspectives. Surveys of 189 child care providers and 441 parents of children with special needs in Maine was conducted as well as a secondary analysis of data from a sample of families with children with special needs drawn from the National Survey of America's Families. |
Administration for Children and Families/OPRE Projects
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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 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
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Child Care Quality: Does Partnering with Head Start Make a Difference? A three-year investigation of the relationship between Child Care/Head Start partnerships, observed quality, and children's school readiness, conducted in Ohio by the Education Development Center (EDC). The research expands on an existing study to examine: (1) under what conditions child care partnerships with Head Start are related to observed child care classroom quality; (2) whether there is a link between partnerships and children's school readiness; and (3) whether partnerships are associated with observed quality in family child care homes. The study uses data collected on environmental quality and child outcomes, through the use of observational and child assessment instruments, from 67 child care center classrooms, 673 children, and 135 family child care homes, all randomly selected. This research addresses critical questions about the effectiveness of coordination efforts and provides evidence about the outcomes of strategies designed to improve child care quality. |
Administration for Children and Families/OPRE Projects
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Children at Risk in the Child Welfare System: Collaborations to Promote School Readiness A case study examining the extent to which the child welfare, early care and education, and Individuals with Disabilities Education Act (IDEA) early intervention systems are collaborating to promote the school readiness needs of children under age five in the child welfare system in Colorado. The study is based on field interviews with approximately 150 key agency staff and survey interviews with approximately 500 foster parents and 200 child welfare caseworkers, and explores: (1) barriers to and facilitators of collaboration at the state, county and local levels; and (2) the degree to which children in the child welfare system are being linked to the IDEA early intervention and early care and education (ECE) programs. This research informs policy and program choices about best practices and models for how the multiple agencies which provide these services can coordinate their efforts. |
Administration for Children and Families/OPRE Projects
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Comparing Web-Based to In-Person Training to Deliver a Nutrition and Physical Activity Intervention in Child Care A comparative study of different types of training components of the Nutrition and Physical Activity Self-Assessment for Child Care project (NAP SACC) in terms of their overall effectiveness at preparing Child Health Care Consultants (CCHCs) to deliver the NAP SACC intervention. NAP SACC is an intervention for child care centers and family child care homes aimed at improving nutrition and physical activity policies and practices, including the nutritional quality of food served, the amount and quality of physical activity, staff-child interactions, and center nutrition and physical activity policy, through self-assessment and targeted technical assistance. With the help of a trained CCHC, centers complete a self-assessment instrument at pre and post-intervention to evaluate center nutrition and physical activity policies and practices in fifteen areas. This study gathers a sample of twenty CCHCs who volunteer to bring NAP SACC to their counties, randomly assigns them to one of two training methods--web-based and in-person group, and evaluates them on their overall nutrition and physical activity knowledge and their ability to provide technical assistance to centers. |
Administration for Children and Families/OPRE Projects
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The Effects of Quality Information and Financial Assistance on Child Care Choices and Employment Outcomes of Low-Income Families in Minnesota This study builds on an existing evaluation of a pilot quality rating system (QRS) by examining how low-income families in Minnesota make child care decisions. It explores how families navigate the complex array of child care settings, financial resources, and information about available child care, and how the implementation of the QRS affects these processes. The project tracks individuals in QRS and non-QRS communities for two years to gather data for descriptive analyses and the testing of econometric models. The following broad groups of research questions are addressed: (1) What factors influence awareness of and use of QRS information in choice of child care setting? What are the characteristics of families using the QRS? How does the QRS affect choice of child care?; (2) Does the QRS affect the use of subsidies? Does the type of setting chosen affect the use of subsidies? Which characteristics of the family are associated with use of CCAP subsidies?; (3) How do subsidies affect choice of child care? Do subsidies change the type of child care chosen? Do subsidies change the quality of child care chosen? Is the use of subsidies associated with more stable child care arrangements over time?; and (4) What factors influence child care stability, reliability, and employment outcomes? Findings are expected to inform the pilot QRS and to provide information to state and federal policymakers about how factors such as the type and quality of care chosen are related to the stability of child care and, in turn, to low-income parents' employment and family outcomes. |
Administration for Children and Families/OPRE Projects
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Goodness of Fit in Child Care: Examining the Contributions of Child and Caregiver Characteristics to Stress Reactivity 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
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Research on the Professional Development of Early Childhood Teachers in Florida An inquiry into professional development and articulation as related to early care and education in Florida, including an examination of formal systems of early childhood education, through replication of research first conducted by Early and Winton (2001) with a national sample. The study furnishes accurate baseline data about the number of programs and the kinds of coursework and practicum experiences provided to students; compares the status regarding certain key variables (e.g., faculty race/ethnicity) of early childhood programs with the overall status of the institutions in which they reside; and describes the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. |
Administration for Children and Families/OPRE Projects
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