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Virginia Department of Education: Evaluation of 21st Century Community Learning Centers An evaluation of Virginia 21st Century Community Learning Centers during the 2010-2011 program year that: examines center characteristics, including parental education services and student participation; compares the gains in reading and mathematics achievement of participants and matched nonparticipants; explores associations between center characteristics and participants' reading and mathematics achievement; and identifies promising practices and challenges to meeting centers' objectives, based on program reporting data and state reading and mathematics assessment data |
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Afterschool in action: Innovative afterschool programs supporting middle school youth A compendium of issue briefs on the role that after school programs can play in supporting middle school students through arts education, parental engagement, school improvement efforts, and digital media and technology |
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We can do better: Child Care Aware of America's ranking of state child care center regulations and oversight: 2013 update A review of program requirements and oversight in state child care center licensing regulations, based on an analysis of state child care licensing regulations and a survey of child care licensing directors in each state, the District of Columbia, and at the United States Department of Defense |
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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) |
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21st Century Community Learning Centers: A descriptive evaluation for 2011-2012 An evaluation of West Virginia 21st Century Community Learning Centers that examines student participation, volunteers and partnerships, professional development and technical assistance, parent and community involvement, substance abuse prevention, and improvement and accountability processes, based on teacher surveys for 3,131 students, director surveys for 28 programs, and state educational administrative data |
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The state of preschool 2012: State preschool yearbook An annual review of access to, quality standards in, and resources devoted to state-funded preschool programs for 3- and 4-year-old children in all 50 states and the District of Columbia during the 2011-2012 program year, based on a survey of administrators of state-funded preschool programs |
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Washington 21st Century Community Learning Centers (21st CCLC): A summary of findings for the 2009-10 reporting period An evaluation of Washington State 21st Century Community Learning Centers that examines program characteristics, student attendance and academic performance, and the relationship of student academic performance to program characteristics, based on program reporting data and local evaluation reports from 45 grantees |
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Promoting holistic learning and development in early years: An analysis of quality in early childhood care and education (ECCE) from the Asia-Pacific region An examination of definitions and elements of quality in early childhood care and education in Asia and the Pacific region, based on a review of 54 research and policy documents |
Literature Review
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Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe A review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes |
Literature Review
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
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Early childhood education and development in poor villages of Indonesia: Strong foundations, later success: Conference edition An examination of the development of children in poor rural communities in Indonesia and its relationship to child, family, and community characteristics, and preliminary findings from an evaluation of the impact of an early childhood education and development (ECED) project to promote children's development through high-quality ECED services on children's ECED services enrollment, their development, and on parenting practices, all based on data collected in 310 villages |
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Report of the operations of community kindergartens in Western Australia An examination of the provision of publicly-funded preschool for 4-year-old children in community-based settings in Western Australia, based on data collected from 243 participants at 16 community meetings |
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CCHRSC Child Care Administrator Standards Update and ECE-School-Age Care Profile Development Project: Inclusion from the perspective of diversity: Snapshot report An examination of the concepts of diversity and inclusion as they relate to early childhood education (ECE) practice and policy in Canada, based on 31 key informant interviews with practitioners and experts in the ECE sector |
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