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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; New in two years [remove]; Pub Year:2003 [remove];
9 results found.|
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Child Care Subsidies and Entry to Employment Following Childbirth A study of the relationship between child care subsidies and the length of time between the birth of a child and the mother's entry to employment, particularly among lower-skilled women, who typically spend a larger proportion of their earnings on child care than do women with higher skills and education. The study is based on The Fragile Families and Well-Being Study (a nationally representative data set), and a unique data set of local policy indicators, and tests the hypothesis that child care subsidies cause new mothers to enter the labor force more expeditiously by: (1) reducing the cost of employment relative to earnings; and (2) facilitating stable child care arrangements. It predicts that the receipt of subsidies and the timing of entry to paid employment will vary with child care policies, after controlling for individual and family characteristics that influence the benefits and costs of subsidy use, and of paid employment relative to home production (i.e. caregiving) work. |
Administration for Children and Families/OPRE Projects
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Learning Outcomes for Low-income Children: Child Care Quality and Social Knowledge An examination of the relationship between child care quality, child social knowledge and competence, and child learning outcomes for low-income preschoolers. The first hypotheses examines whether observed classroom quality relates to child social knowledge and competence. The second hypothesis investigates the relationship between social knowledge and competence and learning outcomes. The study aims to inform child care providers and administrators about strategies to enhance children's development, and to inform policy makers interested in implementing cost-effective strategies that might positively relate to low-income children's pre-academic skills. |
Administration for Children and Families/OPRE Projects
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Promoting Educational Well-being of Young Children with Out-of-Home Placement Histories: The Protective Influence of Formal Early Childhood Learning Experiences A project that seeks to understand: (1) the prevalence of out-of-home placement experiences in a cohort of kindergarten children; and (2) how formal early childhood experiences contribute to resilient outcomes for children in out-of-home placement. The first objective is to examine the prevalence of out-of-home placement experiences for a cohort of kindergarten children in a large, urban public school system. The second objective is to investigate the relationship between out-of-home placement experience and early academic competence. The third objective involves a similar process to investigate the relationship between out-of-home placement experience and academic engagement. The fourth objective is to determine the extent to which formal early childhood experiences contribute to the resilience of children who have been placed in out-of-home care during their first six years of life. This project provides an opportunity for a dialogue between child welfare and education professionals about identifying strategies to promote the educational well-being of children with out-of-home placement experiences, which could stimulate the development of policies that support access to formal early childhood experiences for young children with out-of-home placement experiences. |
Administration for Children and Families/OPRE Projects
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Quality Interventions for Early Care and Education (QUINCE) A randomized controlled trial testing three different formats for delivering training and professional development to child care providers working in centers and from their homes. The model tested is known as The Right from Birth model of training, based on two parenting books written by Drs. Craig and Sharon Ramey -- Right from Birth and Going to School -- each of which serve as companion books for two public television series designed for both parents and child care providers, spanning birth to age 8. The model previously had been used with several thousand child care providers who made significant gains in caregiver knowledge, but the translation into everyday improved quality of child care had not been rigorously studied. The study design involves two phases. In Phase I, providers are randomly assigned to one of three formats: (1) individualized study using videotapes and books; (2) a six-session workshop format; or (3) a highly intensive form of on-site training named The "Right from Birth" Immersion Training for Excellence (RITE). The RITE is a full-day coaching model for 20 days over a four to five week period; to our knowledge, it is the most intensive form of on-site coaching tested in an RCT. Results affirm significant improvements in the quality of adult-child interactions and the overall quality of care from both the workshop format and the RITE model -- with the benefits being markedly larger for the RITE model. In Phase II, another group of providers are recruited and assigned randomly to either three workshops or the 20-day RITE training. Once again, both groups--whether in centers or family child care--benefit, with the largest and most enduring benefits associated with the RITE model. Training materials are available. Although initially the RITE appears to be an expensive form of training, estimates are that it probably is comparable to many other coaching models that make once or twice a month visits that are less specified and occur over a one- to two-year period, but have not yet magnitude of benefits as the RITE model. |
Administration for Children and Families/OPRE Projects
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Quality Interventions for Early Care and Education (QUINCE) A multi-state study of an assessment-based individualized on-site consultation model--The Partnerships for Inclusion (PFI) model--implemented in California, Iowa, Minnesota, Nebraska, and North Carolina. The consultation consisted of child care provider training for providers and teachers in both centers and homes, with a special emphasis on providers in family child care homes, including license-exempt care. The goal of the research was to determine the conditions under which a very specific assessment based, on-site consultation model of child care provider training would enhance the quality of the family home or child care classroom and caregiving practices, and also result in positive child outcomes. |
Administration for Children and Families/OPRE Projects
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Research Connections The purpose of Child Care and Early Education Research Connections is to promote high quality research and to help inform policy. One of the primary ways we accomplish that goal is through an interactive and easily searchable website of over 18,000 resources on early care and education, including original scholarly research, government reports, fact sheets and briefs, datasets and instruments. Additionally, Research Connections produces its own publications that synthesize research on key topics, and organizes various webinars on new research geared towards policymakers and others in the early education field. The project is operated through a partnership between the National Center for Children in Poverty, at the Mailman School of Public Health, Columbia University, and the Inter-university Consortium for Political and Social Research, at the University of Michigan. Objectives include: (1) ensure the long-term sustainability of Research Connections through new technology and standards-based architecture; (2) ensure a constantly evolving, complete and up-to-date collection, responsive to the needs of the early care and education community; (3) maintain and grow the archive of datasets, as well as the community of analysts who use them, (4)maximize usefulness of the site and respond to the community's varied needs for information, and (5) expand collaborative activities to bring in new stakeholders and partners at the local, regional and national level. |
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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Stress Reactivity and Immune Function in Preschoolers A study of the potential effects of altered patterning of cortisol--a stress-sensitive hormone detectable in saliva, which when elevated can suppress the immune system--among children who attend child care. The study examines the relationship between cortisol patterning across the day and evening and individual caregiving and temperament, as well as the relationship between cortisol patterning and sIgA--a measure of immune function. The study also discusses the implications for child care policy if cortisol elevations are related to suppressed immune function--including the need to weigh the benefits of child care interventions against potentially compromised health in low-income children who may have additional stressors at home, and suggests further research that could explore ways to minimize the stressors of group care to attenuate cortisol elevations and thus prevent any potential negative effects. |
Administration for Children and Families/OPRE Projects
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Understanding State Early Childhood Education Policy Choices An empirical assessment of the effects of states' political and economic contexts on a range of state policy choices, using a time-series methodology which pools data on all 50 states over the last decade. Specific considerations include: the role of political values (e.g., ideology, normative nature of child care); institutional structure (e.g., legislative professionalism, strength of the governor); state-level political actors (e.g., support from the governor, proportion of female legislators); economic resources (e.g., tax effort, economic conditions); and the timing of national political developments (e.g., welfare reform). The study provides insight into the strengths and limitations of federal devolution, which will be directly applicable to federal policy debates over the use of block grant programs (e.g., Child Care Development Fund, Temporary Assistance for Needy Families) to provide needed child care assistance for low-income families working toward economic self-sufficiency. |
Administration for Children and Families/OPRE Projects
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