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Trends in child care center licensing regulations and policies for 2011 An analysis of state child care center licensing requirements and policies, including those related to staffing, child-adult ratios, health and nutrition, inspections, monitoring, and enforcement, based on a survey of state child care licensing agencies and a compilation of state licensing requirements |
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Trends in family child care home licensing requirements and policies for 2011 An analysis of state family child care home licensing requirements and policies, including those related to staffing, group size, health and nutrition, inspections, monitoring, and enforcement, based on a survey of state child care licensing agencies and a compilation of state licensing requirements |
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Trends in group child care home licensing regulations and policies for 2011 An analysis of state group child care home licensing requirements and policies, including those related to staffing, group size, health and nutrition, inspections, monitoring, and enforcement, based on a survey of state child care licensing agencies and a compilation of state licensing requirements |
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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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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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Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program An examination of associations between classroom quality and both receptive vocabulary and executive function, based on data from 414 children attending the Boston Public Schools public prekindergarten program in 2009-2010 |
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Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. (author abstract) |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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