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Current Filters: Resource Type:Reports & Papers [remove]; Author:Kagan, Sharon Lynn [remove]; New in two years [remove]; Pub Year:2004 [remove];

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Child care and early education: Effective investments in early care and education: What can we learn from research?
Carroll, Jude, 2004
Washington, DC: National Conference of State Legislatures

A summary of research findings designed to educate policymakers regarding the effects of high-quality early care and education on children's developmental outcomes

Reports & Papers


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Child care in poor communities: Early learning effects of type, quality, and stability
Loeb, Susanna, 2004
Child Development, 75(1), 47-65

A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers

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Child care quality: Centers and home settings that serve poor families
Fuller, Bruce, 2004
Early Childhood Research Quarterly, 19(4), 505-527

A multi-site, longitudinal study examining the quality of child care settings chosen by low-income mothers enrolled in welfare-to-work programs

Reports & Papers


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Early learning standards: Changing the parlance and practice of early childhood education?
Kagan, Sharon Lynn, January 2004
Phi Delta Kappan, 85(5), 388-396

An discussion of early learning standards and the status of their adoption by states in 2002

Reports & Papers


Washington State early learning and development benchmarks: A guide to young children's learning and development: From birth to kindergarten entry
Kagan, Sharon Lynn, 2004
(Review draft). Olympia, WA: Washington (State), Office of the Governor.

Learning standards for Washington State early education systems to promote healthy social and cognitive development in children from birth to age 5

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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