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Pub Date: |
2002-00-00 |
Pub Type(s): |
Journal Articles; Reference Materials - Bibliographies |
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Descriptors:
Annotated Bibliographies; Attachment Behavior; Cognitive Development; Day Care; Day Care Centers; Day Care Effects; Early Childhood Education; Early Intervention; Family Day Care; Inclusive Schools; Literature Reviews; Parent Caregiver Relationship; Social Development
Abstract:
In 1987, the National Association for the Education of Young Children published "Keeping Current in Child Care Research: An Annotated Bibliography," by Carollee Howes, which reviewed child care research through 1987. In 1999, the Center for Early Education and Development updated the original review to include studies from 1987 to 1999. This update was created for participants in the second Annual Minnesota Child Care Research conference: Welfare Reform and the Lives of Children. The update is organized in the same format as the original bibliography. The first four sections review research that continues to address questions raised in the 1970s: Will child care attendance be harmful to the child? What benefits do children receive from child care? Can child care serve as an effective intervention program in the short and long term? For example, included are recent data from the Abecedarian project, a longitudinal study begun in 1972 detailing the effectiveness of child care as an intervention for at-risk children. The next five sections of the update highlight studies that address research questions begun in the 1980s: What features distinguish high- from low-quality child care? What are the effects of age of entry, length of day, and total time in child care? What is the relation between family factors and child care? These sections include information from several well-known studies that have greatly influenced how we think about child care, such as the Cost, Quality, and Outcomes Study; the Florida Quality Improvement Study; and the National Child Care Staffing Study. Finally, new sections were created in the update for studies on family child care and on inclusive settings. These two areas have been studied extensively since 1987, with enough research to warrant separate sections for each. (HTH)
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Pub Date: |
2002-04-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
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Descriptors:
Academic Achievement; Day Care; Day Care Effects; Early Experience; Elementary Education; Elementary School Students; Followup Studies; Outcomes of Education; Parent Attitudes; Parents; Predictor Variables; Student Adjustment
Abstract:
This follow-up of the Cost, Quality, and Child Outcomes in Child Care Centers Study examined the long-term influences of child care experiences on children through elementary school. In the initial 1993 study, 828 children in 176 centers in North Carolina, California, Colorado, and Connecticut were followed from their 3-year-old year in child care through the end of second grade to examine relations between preschool child care quality and children's language, cognitive, and social development. This follow-up gathered school records and parent survey data on 339 children through the end of elementary school to examine longer-term indicators of school success, with this paper focusing on findings from the parent survey. Findings indicated that most parents reported that their children were performing well. Maternal education moderated the associations between child care quality and outcomes, indicating greater long-term effects for children of mothers with lower education levels. Teacher-child closeness was related to elementary school adjustment over time, with stronger effects for children of mothers with lower educational levels. Quality of preschool classroom practices predicted later school adjustment by sixth grade for children of mothers with lower educational levels, while there were no differences on the basis of preschool quality for children of mothers with higher educational levels. School adjustment scores for children of mothers with lower educational levels who experienced higher quality child care were similar to those of children whose mothers had higher levels of education. (Contains 17 references, 4 figures, and 1 table.) (KB)
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Reports - Descriptive |
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Descriptors:
Accreditation (Institutions); Change Strategies; Day Care; Day Care Effects; Early Childhood Education; Family Day Care; Research Needs; State Regulation
Abstract:
Licensing is the first line of protection for children in out-of-family child care settings in the United States. The highest level of program quality assurance available to most parents is through accreditation systems, which are intended to identify high quality programs. This research and policy brief, a quarterly synthesis of issues addressed by investigators and affiliates of the National Center for Early Development and Learning, examines the state of knowledge of regulation in the United States. The brief explores why regulation is currently an issue, and what research says about regulatable elements of quality in child care. The brief also summarizes what is known about state licensing, and offers recommendations in the areas of licensing, funding, and research to improve child care regulation in the United States. A chart provides salient characteristics of licensing regulations for each of the states. Also included is a fact sheet summarizing findings in the larger report. (Contains 47 references.) (HTH)
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Pub Date: |
2002-02-00 |
Pub Type(s): |
Opinion Papers; Reports - Descriptive |
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Descriptors:
At Risk Persons; Day Care; Day Care Effects; Early Childhood Education; Home Visits; Pilot Projects; Program Descriptions; Program Effectiveness; Standards; State Programs
Abstract:
This KIDS COUNT pamphlet is part of a 3-year campaign to bring business and child care together to increase the quality and availability of child care for at-risk children in West Virginia. The pamphlet reports on the components of quality child care and on West Virginia's early childhood initiative, Educare. Emphasizing the positive effects of quality early care and education programs on children's lives, the pamphlet asserts that many current programs may harm children because they do not meet standards of good care. Six effective programs are then described: (1) Home-Oriented Preschool Education Program; (2) Perry Preschool Project; (3) Carolina Abecedarian Project; (4) Head Start; (5) Nurse Home Visitation in Elmira, New York; and (6) Nurse Home Visitation in Memphis, Tennessee. Educare, the West Virginia child care initiative, works to improve the quality of early care and education, increase accessibility of early care and education services, and create linkages to help families access the services they need. Eight West Virginia communities are funded to operate Educare pilot programs; four projects are described in this pamphlet to highlight the work being done, and characteristics of effective programs are delineated. Challenges identified in improving early care and education include building public understanding and political will, obtaining adequate funding, and developing needed public policy. The pamphlet concludes with a charge to the business and child care communities to share in the campaign to increase the quality and availability of child care for at-risk children. (Contains 21 endnotes.) (KB)
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Pub Date: |
2002-04-00 |
Pub Type(s): |
Reports - Descriptive |
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Descriptors:
Administrators; Certification; Child Caregivers; Day Care; Day Care Effects; Early Childhood Education; Public Policy; State Standards
Abstract:
Noting that child care licensing is the first line of protection for children in out-of-home child care settings in the United States, this issue of NCEDL Spotlights summarizes research findings relating various program characteristics to program quality and provides recommendations for state licensing requirements and funding policies. The issue summarizes research findings related to: (1) child-to-staff ratio and group size; (2) staff turnover and compensation; (3) staff education and training; (4) director competence; (5) design and maintenance of the physical environment; and (6) relationships and activities. Recommendations for states include: (1) hiring more licensing staff to adequately enforce standards; (2) raising their standards to reduce the risk of harm to children; (3) requiring staff training specific to the age group served; (4) requiring directors to have management and child development training; (5) requiring substantial annual training with college credit for all child care workers; and (6)raising preservice qualifications. Recommendations related to funding policies include establishing fiscal standards and monitoring for subsidized care not covered by licensing, paying higher rates for higher quality care, and withdrawing subsidy from programs with records of repeated noncompliance. (KB)
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