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2011 District of Columbia early childhood risk and reach assessment
Moodie, Shannon,
Washington, DC: District of Columbia, Office of Early Childhood Education.

An examination of the geographic distribution in the District of Columbia of family risk indicators, children's reading and math proficiency, and early childhood programs

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2012 London childcare report
Rutter, Jill, July, 2012
London: Daycare Trust.

An examination of child care supply, demand, and prices in London, United Kingdom

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2012 Maine Children's Growth Council report: School readiness
Maine Children's Alliance,
Augusta: Maine, Children's Growth Council.

An examination of indicators of the readiness of Maine families, communities, early childhood education and care programs, and schools to support children's readiness for school

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Access, participation, and supports: A framework for improving inclusive early education opportunities for children with disabilities
Buysse, Virginia, 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 480-506). New York: Guilford Press

A summary of research literature and information from the joint Division for Early Childhood/National Association for the Education of Young Children (DEC/NAEYC; 2009) position statement identifying specific educational practices that promote access, participation, and supports for young children with disabilities and their families

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Addressing food allergy issues within child care centers
Leo, Harvey L., August, 2012
Current Allergy and Asthma Reports, 12(4), 304-310

A discussion of issues in food allergy prevention and education in child care settings

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Advisory Committee on Head Start Research and Evaluation: Final report
United States. Advisory Committee on Head Start Research and Evaluation, August, 2012
Washington, DC: U.S. Department of Health and Human Services.

An examination of research evidence on child developmental outcomes associated with Head Start and Early Head Start participation, and a discussion of recommendations for the future of Head Start

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Afterschool in action: Innovative afterschool programs supporting middle school youth
Afterschool Alliance, 2013
Washington, DC: Afterschool Alliance.

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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Afterschool in Milwaukee: Is it child care?
Public Policy Forum, July, 2012
(Research Brief Vol. 100, No. 2). Milwaukee, WI: Public Policy Forum.

An overview of after school programs in Milwaukee, Wisconsin, a comparison of school-age and early childhood child care policies in Wisconsin, and an examination of after school funding models

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After school program quality standards: A review of standards developed by cities and states from across the nation
Smith, Amy F., 22 February, 2013
Davis, CA: California Afterschool Network.

A comparison of the content of quality standards for after school programs in Baltimore, Maryland; California; Washington, District of Columbia; Florida; Georgia; Maryland; Michigan; Missouri; Nashville, Tennessee; New York; and North Carolina

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Analysis of Race to the Top: Early Learning Challenge application section on "sustaining effects into the early elementary grades"
Ounce of Prevention Fund (Chicago, Ill.), June, 2012
Chicago: Ounce of Prevention Fund.

An examination of proposals to promote continuity and coordination of early learning with the early elementary grades in 18 state Race to the Top Early-Learning Challenge applications

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Australian early childhood educators: From government policy to university practice
Davies, Sharon, January-March 2013
Journal of Early Childhood Teacher Education, 34(1), 73-79

This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological approach, this preservice curriculum reform is designed to address the growing need for teachers who recognize the importance of a child's physical, emotional, and cognitive development from birth to 8 years as significant in preparing young children for entry into "formal learning." (author abstract)

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Background checks: It is time to protect children in child care
Child Care Aware of America, July, 2012
Arlington, VA: Child Care Aware of America.

A discussion of components of comprehensive background checks for child care workers that ensure the safety of children in child care, and an overview of federal and state comprehensive background check policies for child care providers

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Background checks: It is time to protect children in child care: White paper
Child Care Aware of America, December, 2012
Arlington, VA: Child Care Aware of America.

A discussion of components of comprehensive background checks for child care workers that ensure the safety of children in child care, and an overview of federal and state comprehensive background check policies for child care providers

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Background literature review pertaining to the Early Head Start study
Raikes, Helen, February, 2013
Monographs of the Society for Research in Child Development, 78(1), 1-19

An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes

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Books, bytes and brains: The implications of new knowledge for children's early literacy learning
Hopkins, Liza, March, 2013
Australasian Journal of Early Childhood, 38(1), 23-28

The early years of childhood are critical for the successful development of adult literacy, whatever that literacy might look or feel like in the oncoming digital age. Two questions that become important are what sort of literacy (or literacies) will children need in the future to navigate new information pathways, and how can we use recent advances in neuroscience to help us understand optional pathways for developing the fundamentally social skills of literacy. This paper reviews recent research from the two traditionally separate areas of contemporary literacies and infant brain development to re-examine the underpinnings of literacy learning in the early years. (author abstract)

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Building our future: The state of Virginia's early childhood system
Rasmussen, Ann, October, 2011
Richmond, VA: Voices for Virginia's Children.

An overview of features of the early childhood system in Virginia, including governance, infrastructure, and early care and education program accessibility and quality

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Caring for our nation's future: The impact of ARRA funding on access to child care (based on case studies in Georgia and Tennessee)
Venkateswar, Shyama,
New York: National Council for Research on Women.

Findings from case studies in Georgia and Tennessee that examine the relationship of American Recovery and Reinvestment Act (ARRA) funds to low income mothers' eligibility for and access to child care assistance and also to child care providers' access to training, based on surveys, focus groups, interviews, and economic analyses

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Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion
Moss, Peter, 29 October, 2012
Brussels, Belgium: European Commission, Directorate-General for Education and Culture.

An examination of early childhood education and care 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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Cash for childcare: Experiences from Finland, Norway and Sweden
Ellingsaeter, Anne Lise, April, 2012
Bonn, Germany: Friedrich-Ebert-Stiftung (Friedrich Ebert Foundation).

A comparison of policies in Finland, Norway, and Sweden that provide payments to families that do not enroll their children in public child care

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The CCDF policies database book of tables: Key cross-state variations in CCDF policies as of October 1, 2011
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, October, 2012
(OPRE Report 2012-51). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A comparison of aspects of Child Care and Development Fund (CCDF)-related policies among the 50 states, District of Columbia, and territories, including: eligibility requirements for families and children; application, redetermination, terms of authorization, and waiting lists; family payments; and policies for providers, including reimbursement rates

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Change or paradigm shift in the Swedish preschool?
Jonsson, Ingrid, May, 2012
Sociologia: Problemas e Praticas , (69), 47-61

A discussion of the relationship between both social investment policy starting in the 1970s and policy work of the 2000s, and a possible paradigm shift in Swedish early care and education (ECE), with a consideration of the goals of Swedish early care and education, funding mechanisms, governance and organization, attendance patterns, and changes in ECE settings due to policy changes, illustrated with examples from two evaluation studies of center-based care settings in Sweden after the introduction of a national curriculum in 1998, and with reference to a study based on interviews with parents and center-based early care and education teachers

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The changing shape of the care diamond: The case of child and elderly care in Japan
Abe, Aya, March, 2010
(Gender and Development Programme Paper No. 9). Geneva, Switzerland: United Nations Research Institute for Social Development.

An examination of recent policy developments in Japan related to care for the elderly and for children

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Chicago Longitudinal Study, 1986-1989 Resource Guide
Foundation for Child Development, June, 2013
Foundation for Child Development. Chicago Longitudinal Study, 1986-1989 Resource Guide.

This user guide provides a brief description of the Chicago Longitudinal Survey (CLS), including data collection methods, available variables, and sample information. To locate additional information on this study, please refer to the User Guide.

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Child care and early education: 2012 legislative action
National Conference of State Legislatures, 2013
Denver, CO: National Conference of State Legislatures.

An overview of changes to state child care and early education legislation in 2012, including legislation related to child care, school readiness and kindergarten assessments, early childhood governance and coordination, early literacy development, home visiting, and the early care and education workforce

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Childcare and Early Years Providers Survey 2011: Survey materials
TNS-BMRB (Firm), September, 2012
(Official Statistics OSR18-2012, Research Report DfE-RR240a). Runcorn, United Kingdom: Great Britain, Department for Education.

Survey materials from a study of child care and early education provider characteristics in England by provider type, including enrollment, profitability, and staff characteristics and qualifications

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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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