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Parent involvement in education as a moderator of family and neighborhood socioeconomic context on school readiness among young children Limited socioeconomic family and neighborhood resources are known to influence multiple aspects of school readiness skills. Early parent involvement in education is hypothesized to attenuate risk for academic underachievement related to socioeconomic disadvantage. The current study used multilevel modeling to test whether parent involvement moderates the effects of family and neighborhood level socioeconomic resources on school readiness among a sample of 171 urban 4-year-olds. Parent involvement moderated the effect of family and neighborhood socioeconomic resources on the social-emotional-behavioral components of school readiness. Increased parent involvement in education was related to lower rates of behavior problems among children of single parents and among children from neighborhoods with higher levels of childcare burden In contrast, parent involvement did not moderate the relation between socioeconomic risk and cognitive-academic components of school readiness skills. (author abstract) |
Reports & Papers
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in k-12 and beyond: FY 2010-11 evaluation report An evaluation of Nevada's publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares longitudinal developmental and parental involvement outcomes of participants and nonparticipants, based on reports from program directors, program observations, child assessments, and teacher surveys |
Reports & Papers
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in k-12 and beyond: FY 2010-11 evaluation report: Executive summary A summary of an evaluation of Nevada's publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares longitudinal developmental and parental involvement outcomes of participants and nonparticipants, based on reports from program directors, program observations, child assessments, and teacher surveys |
Executive Summary
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Gearing Up for Kindergarten: Project overview & year-end report for 2009-2010 An evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
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Gearing Up for Kindergarten: Project overview & year-end report for 2009-2010 [Executive summary] A summary of an evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
Executive Summary
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Gearing Up for Kindergarten: Project overview & year-end report for 2010-2011 [Executive summary] A summary of an evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
Executive Summary
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Parents provide positive feedback on Gearing Up for Kindergarten in North Dakota (2010-11) Findings from an evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examine parents' perceptions of the program and changes in parenting practices, based on pre- and post-program surveys from parents |
Fact Sheets & Briefs
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Gearing Up for Kindergarten: Project overview & year-end report for 2010-2011 An evaluation of Gearing Up for Kindergarten, a preschool learning and parenting education program in North Dakota, that examines changes in parenting practices and children's readiness for school, based on pre- and post-program surveys from parents and teachers |
Reports & Papers
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Strategic report to the governor on the status of early childhood An overview of early childhood services in Nebraska related to parent education and family support, socioemotional development and mental health, early care and education, and medical and dental homes, with an examination of the system of public supports for early care and education in the state |
Other
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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 |
Reports & Papers
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Voices of the minority: Japanese immigrant mothers' perceptions of preschools in the United States Japanese immigrants have been living in the United States for nearly 150 years. Yet, despite the continued presence of this population, there is not a lot of research to suggest why Japanese families have not become more active participants in preschools across the United States (US). In an attempt to understand this phenomenon, this paper examined the voices of nine Japanese immigrant mothers living in the US and articulates their major concerns and ideas; it also provides suggestions to early childhood professionals regarding these insights. Fundamental to this study is the belief that both Japanese parents and preschool teachers need to make a sincere effort to learn and employ communicative strategies and to acquire fundamental knowledge for building effective relationships. Data were drawn from semi-structured interviews and conducted over 12 months of fieldwork. Implications for early childhood professionals are explicated and briefly discussed. (author abstract) |
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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 |
Other
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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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Program subgroups: Patterns of impacts for home-based, center-based, and mixed-approach programs A study of variations in the impact of Early Head Start by program service delivery model on child and family outcomes, including children's socioemotional and cognitive development and families' well-being and home environments, based on data for randomly-assigned low income families collected when children were 2, 3, and 5 years old |
Reports & Papers
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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 |
Reports & Papers
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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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Do preschool programs affect social disadvantage?: What social workers should know An overview of research on early care and education intervention program outcomes for those who are socially disadvantaged, and a discussion of the implications of the research for social work policy advocates and practitioners |
Other
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Quality matters in early childhood education and care: Sweden 2013 A profile of policies in Sweden related to the design and implementation of curricula and standards in early childhood education and care, and a comparison of Sweden's policies to those of New Zealand, Norway, and Portugal |
Other
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Evaluation of the Speech and Language Therapy Service of Tallaght West Childhood Development Initiative An evaluation of the Speech and Language Therapy Service, which provides targeted services as part of broader school readiness and health initiatives in Tallaght West, Ireland, that examines: program implementation, uptake, and accessibility; children's speech outcomes; and parent and practitioner experiences, based on analyses of program administrative data, on parent focus groups and interviews, and on practitioner and staff interviews and focus groups |
Reports & Papers
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Contextualizing recognition, absence of recognition, and misrecognition: The case of migrant workers' children in daycares in Israel This paper advances the analysis of multiculturalism by examining multiculturalism in a contextualized manner. To understand multiculturalism and assess its effects on the recognition of migrant children, researchers need to analyse multicultural practices in schools by taking into account the social mirrors resulting from different social and structural conditions, such as national ideologies and the ethos of reception. The analysis of multicultural policies in four different types of daycare centres enrolling migrant workers' children in Israel--community, Catholic, municipal, and those supported by private associations--points to three types of contextualized multicultural models: contextualized misrecognition, contextualized recognition, and de-contextualized recognition. By juxtaposing recognition or misrecognition appearing at the daycare level with legal and ideological social mirrors, multicultural patterns can acquire a different meaning. Municipal daycares with a few migrant children as well as daycares supported by private associations that adopt a 'blind-homogenizing' approach reflect an absence of recognition that is contextualized in the larger society. Community daycares adopting a survival approach, Catholic daycares applying a 'business as usual' approach, and municipal daycares enrolling a large number of migrant children adopting a multicultural approach reflect different degrees of cultural and religious recognition. However, when analysed in the larger local or national context, this recognition results in a decontextualized recognition that suppresses the beneficial character of the multicultural education provided. (author abstract) |
Reports & Papers
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Quality matters in early childhood education and care: Norway 2013 A profile of policies in Norway related to the design and implementation of curricula and standards in early childhood education and care, and a comparison of Norway's policies to those of New Zealand and Sweden |
Other
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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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