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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:Involvement In Child Care & Early Education [remove];
74 results found.|
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Afterschool: A key to successful parent engagement A discussion of the role that after school programs can play in supporting parental engagement with their middle school-age children |
Fact Sheets & Briefs
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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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Better serving our children: An action plan for increasing volunteering in the early years and childcare sector An examination of patterns of parent and community volunteering in early childhood settings in the United Kingdom, with a discussion of the benefits of and strategies to support volunteering, based on a survey of 2,000 pregnant women and mothers of infants and on interviews and a roundtable with stakeholders |
Reports & Papers
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Better serving our children: An action plan for increasing volunteering in the early years and childcare sector [Executive summary] A summary of an examination of patterns of parent and community volunteering in early childhood settings in the United Kingdom, with a discussion of the benefits of and strategies to support volunteering, based on a survey of 2,000 pregnant women and mothers of infants and on interviews and a roundtable with stakeholders |
Executive Summary
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Beyond activities: Engaging families in preschoolers' language and literacy development Preliminary findings from a study of a Head Start early literacy family engagement intervention that examine child language and literacy outcomes and family engagement practices |
Reports & Papers
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Capitalizing on early childhood education: Low-income immigrant mothers' use of ECE to build human, social, and navigational capital A study of the contribution of early childhood education to low-income immigrant mothers' development of human, social, and navigational capital, based on in-depth interviews with 40 immigrant mothers with children enrolled in one of three early childhood care and education programs in a large metropolitan area |
Reports & Papers
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Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes A prospective, three-year study of changes in four dimensions of parent educational involvement from prekindergarten through the end of first grade in urban public elementary schools and the relationship of the degree of change in parent involvement to children's literacy, language, and mathematics skills outcomes, based on data from 90 children and their parents |
Reports & Papers
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Child Care and Community Services: Characteristics of Service Use and Effects on Parenting The study aims to improve the field's understanding of the features of child care services that are most critical to support children's development and identify family-level processes that might be influenced by child care. Specific research questions are: (1) What characteristics of parents predict usage of supports and services offered through the child care center and the community?; (2) What types of services and supports do parents use?; (3) Do the services and supports provided or referred to parents from the child care or preschool setting positively affect the home environment and parenting practices? To address these questions three national data sets (Head Start Impact Study, National Evaluation of Early Head Start, and National Institute of Child Health and Human Development Study of Early Child Care and Youth Development) are being analyzed. The results of the study can further inform the field of the parental characteristics related to service take-up and whether the services have a positive effect on the home, in addition to providing practitioners and policymakers with evidence to design early child care and education programs that improve the environments and relationships vital for children's academic and social development. |
Administration for Children and Families/OPRE Projects
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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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Child care policy and the experiences of employed Albertan families with pre-school children: Final report [Executive summary] A summary of a study of the child care decision-making and perspectives of working parents in Alberta, Canada, based on seven focus groups with 42 participants |
Executive Summary
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Child-Parent Centers fact briefs: Parent involvement A discussion of parent involvement in early education and its relationship to student achievement and behavioral outcomes |
Fact Sheets & Briefs
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Chinese children's relationships with mothers during the transition to nursery care: Changes and associations with later growth in social competence An examination of changes in both closeness and conflict in mother-child relationships during the transition to nursery care, and a study of these relationships' associations with later growth in children's social competence, based on a longitudinal sample of 115 Chinese children |
Reports & Papers
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Consistency of toddler engagement across two settings A documentation of the consistency of child engagement across two settings, toddler child care classrooms and mother-child dyadic play, based on data from 112 children, aged 14-36 months, randomly selected from 30 toddler child care classrooms in the district of Porto, Portugal |
Reports & Papers
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Convergence between attachment classifications and the natural reunion behavior among children and parents in a child care setting A study of the relationship between young children's secure and insecure attachment classifications and children's and parents' behaviors during naturalistic reunions after a day in child care, based on data from 58 parent-child dyads from a full-day National Association for the Education of Young Children (NAEYC) accredited university child care center |
Reports & Papers
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Does childcare have an impact on the quality of parent-child interaction?: Evidence from post-Soviet Kyrgyzstan, Tajikistan, and Uzbekistan An examination of the relationship between children's enrollment into child care programs and the quality of parent-child interactions, based on national survey data from the parents of 4,640 4- to 5-year-old children in post-soviet Kyrgyzstan, Tajikistan, and Uzbekistan |
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) |
Reports & Papers
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Early Steps to School Success: Annual evaluation report An evaluation from August 2009 through June 2010 of Early Steps to School Success, a language and literacy development program for children from birth to age 5 and their families, that examines enrollment, retention, participant characteristics, community risk context, services delivered, and both child vocabulary and home literacy outcomes, based on data collected through the program's web-based system for tracking services, child characteristics, and outcomes indicators |
Reports & Papers
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Early Steps to School Success: Annual evaluation report [Executive summary] A summary of an evaluation from August 2009 through June 2010 of Early Steps to School Success, a language and literacy development program for children from birth to age 5 and their families, that examines enrollment, retention, participant characteristics, community risk context, services delivered, and both child vocabulary and home literacy outcomes, based on data collected through the program's web-based system for tracking services, child characteristics, and outcomes indicators |
Executive Summary
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Effective strategies for engaging parents: Real-life experiences that make a difference A discussion of the family engagement efforts of an out-of-school time program in Iowa |
Fact Sheets & Briefs
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Effects of reading to infants and toddlers on their early language development A synthesis of 5 research studies on the relationship of shared reading interventions for infants and toddlers to their early language development |
Literature Review
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El alfabetismo y las familias latinas: A critical perspective on the literacy values and practices of Latino families with young children An examination of parents' perceptions around literacy development, their beliefs and values about literacy and school readiness, and forms of literacy-related practices in which parents and other family members engage with their young children, based on interviews with 37 primarily Latino parents with young children, many of whom were English-language learners, attending well-child visits at one of three clinics which were either participants or non-participants in the pediatric-based early literacy promotion program called Reach Out and Read (ROR) |
Reports & Papers
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Evaluation of Curious George A study of the impact of Curious George books and television episodes on children's knowledge of math and science concepts and on parents' involvement in children's science, technology, engineering, and math (STEM) activities, based on survey data collected from 155 families randomly assigned to a book, a television, or a control group |
Reports & Papers
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Executive summary 2012 A summary of a study of the impact of Curious George books and television episodes on children's knowledge of math and science concepts and on parents' involvement in children's science, technology, engineering, and math (STEM) activities, based on survey data collected from 155 families randomly assigned to a book, a television, or a control group |
Executive Summary
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Families: Children's first educators A discussion of parents' role in supporting children's early learning, with an overview of supports for families in Ireland |
Fact Sheets & Briefs
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