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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; New in last 30 days [remove];
70 results found.|
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Head Start State Collaboration Office needs assessment: 2009 update An overview of the characteristics of low income families and Head Start programs in Arizona, as well as of recent early childhood policy and funding developments |
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Summer Matters: How summer learning strengthens students' success An evaluation of summer learning programs in Fresno, Los Angeles, and Sacramento, California, that examines program quality and the social skills and academic outcomes of participants, based on program observations, parent surveys and focus groups, and student surveys and assessments |
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Office of Child Development and Early Learning: Program reach and risk assessment: State fiscal year 2011-12 An analysis of the geographic distribution in Pennsylvania of school failure risk indicators and of early childhood program availability, based on secondary and administrative data |
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The economic impact of early care and education in New Mexico An analysis of the economic role of the early care and education industry in New Mexico, in terms of individuals employed and spending on services, as well as its role in supporting other industries, parental labor force participation, and child development |
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Investments in early care and education in Nevada An analysis of the economic role of the early care and education industry in Nevada, in terms of individuals employed and spending on services, as well as its role in supporting other industries, parental labor force participation, and child development |
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Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds This study used an age-cutoff regression discontinuity design to examine the impact of a well-resourced Early Reading First prekindergarten program designed to foster the language and literacy development of 4-year-old children from low-income homes. A special challenge for the application of the language-rich curriculum and professional development package implemented in this study was the presence of a large proportion of ELL children in essentially English-speaking classrooms. We, therefore, sought to determine whether the program was effective for improving English language and literacy outcomes for English-language learners as well as native English speakers. There were large and significant differences between treatment and control groups on literacy outcomes for all students. On the literacy tasks, ELL students in the treatment groups performed nearly as well or better than non-ELL students at the beginning of kindergarten, and reached national norms on standardized tests. There were also significant program impacts on some language outcomes for all students. ELL students who received the intervention significantly outperformed ELL students in the control groups on English receptive and expressive vocabulary. On the more complex oral comprehension skills, preschool did not have a significant impact for ELL students. Intervention effects on receptive vocabulary and oral comprehension for native speakers were found only for the third cohort and were not found for expressive vocabulary. These results provide evidence that, given material supports, coaching, professional development, and the use of a language and literacy-focused curriculum, prekindergarten classrooms can enable low-SES children from diverse language backgrounds to enter kindergarten with literacy skills at or near national norms and can significantly impact some language skills. While non-native speakers of English continued to score lower on language measures than their native-speaking peers, results show that 1 year of preschool can put all children on a positive trajectory for long-term success in school. |
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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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Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (author abstract) |
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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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Public perceptions of child care in Alberta, Canada: Evidence for policies and practice from a cross-sectional survey Research Findings: This study assessed public perceptions of child care and its providers in a Canadian province where government funding for child care includes subsidies and a voluntary accreditation process. In 2007-2008, 1,443 randomly selected adults in Alberta, Canada, completed a telephone survey. Individuals were eligible to participate if they had had interactions with a child younger than 14 years of age in the past 6 months. A total of 52% indicated that the government should cover about half of child care costs, and 72% indicated that child care providers at day care centers should have at least a college diploma. Between 80% and 90% indicated that child care providers were as central to children's development as elementary school teachers. One third of parents sought information on child development from child care providers. These parents were more likely to have children in care for more than 6 hr per week, have children younger than 6 years old, and be unmarried. Practice or Policy: The majority of Alberta adults were in favor of substantial public funding of child care. Adults who interacted with children valued the role of child care providers in supporting children's development, which may be encouraging news for providers. Because parents sought information about child development from child care providers, it is important to ensure that providers have both the training and the content expertise to provide parents with current information that will optimize development and support parents in their role. Policymakers, educators, and program planners may consider this information useful in allocating resources to promote child development. (author abstract) |
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Child and Adult Care Food Program (CACFP): Assessment of sponsor tiering determinations 2011 An estimate of improper payments made in 2011 to family child care homes in the Child and Adult Care Food Program as a result of misclassification in provider tiering status, which is determined by a provider's low income status or operation in a low income area and which determines the rate at which providers are reimbursed for the meals and snacks they provide |
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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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Beginning to "unpack" early childhood mental health consultation: Types of consultation services and their impact on teachers The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre- and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare. (author abstract) |
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Training and retention in the First Nations ECE sector: A report from the frontlines An examination of worker and educator experiences of efforts to train and retain the early childhood education (ECE) workforce in First Nations communities in British Columbia, Canada, based on survey responses from 109 ECE workers in First Nations communities, key informant interviews with 4 early childhood educators and 9 representatives of post-secondary education institutions, and two focus groups with 15 early childhood workers in First Nations early childhood development programs |
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QUALITYstarsNY Readiness Project evaluation report An evaluation of training efforts as part of the implementation of QUALITYstarsNY, New York State's quality rating and improvement system, that examines child care providers' experiences of facilitator-led trainings and facilitators' experiences of the training they received themselves, based on a survey of 24 facilitators and 903 child care providers |
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QUALITYstarsNY Recruitment Project evaluation report An evaluation of efforts to recruit early care and education programs for the 2012-2014 implementation of QUALITYstarsNY, New York State's quality rating and improvement system, based on data collected from 7 recruitment agencies, 419 QUALITYstarsNY applicants, and 9 quality improvement specialists |
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Child care policy and the experiences of employed Albertan families with pre-school children: Final report A study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
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Wisconsin 21st Center Community Learning Centers: 2010-2011 evaluation report An evaluation of Wisconsin 21st Century Community Learning Centers that examines program activities and student attendance and academic performance, based on program reporting data and local evaluation reports |
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Estimates of child care eligibility and receipt for fiscal year 2009 An examination of children's eligibility for and receipt of federal child care subsidies under federal parameters and state-defined rules |
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The effects of pre-school attendance on the cognitive development of urban children aged 5 and 8 years: Evidence from Ethiopia This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment - Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods. Our results show that pre-school attendance has a statistically significant positive impact on the cognitive development of children at the ages of both 5 and 8 years, with the bigger impact at the latter age. Moreover, pre-school attendance has also a positive and statistically significant effect on primary school enrolment and progression through grades. Despite the fact that early childhood education has immense importance for children's cognitive development, public investment in pre-school education is currently limited in Ethiopia, with the private sector taking the key role, which may exacerbate the inequality that exists between rich and poor (and between urban and rural areas). Therefore, given the relatively low rate of pre-school attendance and the low quality of basic education, the Government needs to reconsider its education priorities so as to invest more in early childhood education. (author abstract) |
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State of Delaware early childhood needs assessment An examination of the geographic distribution in Delaware of family risk indicators and early childhood program availability and quality, based on analyses of administrative and census data |
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Delaware Kindergarten Readiness Pilot Study: An analysis of kindergarten report cards used by districts and charter schools An examination of common elements among Delaware kindergarten report cards, based on an analysis of sample report cards from 20 school districts and charter schools |
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Delaware's early childhood teachers and administrators 2012 A study of the demographic characteristics, benefits, and workplaces of early childhood and school age care professionals in Delaware, based on survey responses from 1,501 professionals |
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Delaware's family care providers 2012 A study of the demographic characteristics and benefits of the family child care workforce in Delaware, based on survey responses from 538 family child care providers |
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Washington State 2012 child care survey: Child care rate and resources in Washington State A study of child care market rates and their geographic distribution across the state of Washington by care type and child age, including information on for-profit status, business traits, subsidy acceptance, and licensing experiences, based on surveys from 1,058 child care centers and 1,411 family child care providers |
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