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Home > Research Areas > Early Childhood Development
EARLY CHILDHOOD DEVELOPMENT
The focus on children’s development starts at birth and continues through early elementary school. We examine the multiple dimensions of children’s development, including early language and literacy, social skills and emotions, motivation, general cognition, and physical health and motor skills.
We also look at how early care environments contribute to children's development. We study:
- the features of high-quality environments
- professional development for the early care and education workforce
- effective strategies for improving the quality of children’s early experiences, both at home and in child care
The Early Childhood Highlights series is intended to provide a snapshot of the latest research on early childhood released by Child Trends and other leading researchers working on young children’s issues.
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RESOURCES
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The Research Base for a Birth through Eight State Pollicy Framework
Alliance for Early Success, Child Trends
April 2013
This publication emphasizes health, family support, and learning as critical policy areas, and standards, assessment practices, and accountability systems as critical foundations to implement the policies.
Minnesota Child Care Choices: Continuity of Care and Participation in the Child Care Assistance Program
Elizabeth Davis, Caroline Krafft, Amy Blasberg, Caroline Carlin, Nicole Forry, Tabitha Isner, Kathryn Tout
February 2013
This brief is part of a series from
the Minnesota Child Care Choices study, and summarizes findings from the analysis of the Child Care Assistance Program (CCAP) administrative data.
Changes in Child Care Arrangements in Minnesota
Caroline Krafft, Elizabeth E. Davis, Kathryn Tout, Nicole Forry
February 2013
This brief describes the changes in child care arrangements reported in a survey of parents with low incomes in Minnesota.
Subsidy Continuity in Maryland
Nicole Forry, Kate Welti, Liz Davis, Caroline Krafft, Paula Daneri
November 2012
This brief uses more than three years of administrative data to examine the continuity of participation
of children in Maryland’s child care subsidy voucher program.
Getting into the Black Box: How Do Low-Income Parents Make Choices about Early Care and Education in Maryland?
N. Forry, J. Wessel, S. Simkin, K. Rodrigues
November 2012
The purpose of the research brief series is to summarize key findings and implications from the Maryland Research Capacity Study.
Defining School Readiness in Maryland: A Multi-Dimensional Perspective
N. Forry, J. Wessel
November 2012
The purpose of the research brief series is to summarize key findings and implications from the Maryland Research Capacity Study.
Providing High Quality Care in Low-Income Areas in Maryland: Definitions, Resources, and Challenges from Parents and Child Care Providers
N. Forry, S. Simkin, J. Wessel, K. Rodrigues
November 2012
The purpose of the research brief series is to summarize key findings and implications from the Maryland Research Capacity Study.
Only the Best for My Baby: What Research Tells Us About Engaging Parents in the Selection of High-Quality Care Arrangements
Nicole Forry
From the Child on the Carpet Square to Efficient State Systems: Engaging Families and Providers in Quality Child Care
East Coast Child Care and Development Fund Meeting
Philadelphia, PA
May 23, 2012
Child Care Decision-Making: The Processes Low-Income Parents Use in Selecting Child Care Arrangements for Young Children
N. Forry, T. Isner, K. Tout
NACCRRA
National Child Care Policy Symposium
Washington, DC
March 6-10, 2012
When the Bough Breaks: The Effects of Homelessness on Young Children
M. McCoy-Roth, B. B. Mackintosh, D. Murphey
February 2012
Moving homeless families back into permanent housing as quickly as possible remains a top goal for policy and practice. Based on increasing awareness about the effects of homelessness on young children, there are several policy approaches that may support better outcomes for young homeless children until permanent housing can be secured.
Providers’ Perceptions of the Kentucky STARS for KIDS NOW Rating Process
S. Moodie, T. Isner, L. Rothenberg, M. Soli
January 2012
This Brief examines providers’ experiences in STARS from a variety of perspectives. It includes
a description of their motivations for participating in STARS and their perceptions of challenges
in the rating process and in meeting specific grid requirements. This report is also available here.
Getting Ready: Final Evaluation Report
Tabitha Isner, Ladia Albertson‐Junkans, Katie Quinn, Meg Soli,
Jennifer Cleveland, Kathryn Tout
January 2012
This evaluation is intended to provide the Greater Twin Cities (MN) United Way and other Parent
Aware stakeholders with evidence about the effectiveness of Getting Ready for promoting quality improvement and participation in Parent Aware. Overall, Getting Ready has been a successful child care quality improvement initiative that has supported the growth of Parent Aware, Minnesota’s Quality Rating and Improvement System
(QRIS).
Predictors and Outcomes of Early Versus Later English Language Proficiency
T. Halle∗, E. Hair, L. Wandner, M. McNamara, N. Chien. In Early Childhood Research Quarterly, 27 (2012) 1– 20. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. Read more...
Kentucky Stars for Kids Now Process Evaluation: Overview of Methods
T. Isner, K. Tout, S. Daily
S. Moodie, L. Rothenberg, M. Soli
January 2012
The Process Evaluation of Kentucky STARS for KIDS NOW was initiated by the Kentucky Department
for Community Based Services, Division of Child Care to provide an examination and assessment of
existing STARS components and to provide a basis for recommendations to improve STARS
implementation statewide. This report is also available here.
Technical Assistance Provided to and Received by STARS for KIDS NOW Programs
S. Daily, S. Moodie, T. Isner, L. Rothenberg, M. Soli
January 2012
The purpose of this Evaluation Brief is to highlight insights gathered from SQCs, Professional Development Counselors (PD Counselors), Type I facilities, school-aged care (SAC) and certified home providers about the STARS technical assistance provided and received. This report is also available here.
Collaboration and Coordination in the Kentucky STARS for KIDS NOW Technical Assistance System
S. Daily, S. Moodie, T. Isner, L. Rothenberg, M. Soli
January 2012
The Process Evaluation of Kentucky STARS for KIDS NOW was initiated by the Kentucky Department
for Community Based Services, Division of Child Care to provide an examination and assessment of
existing STARS components and to provide a basis for recommendations to improve STARS implementation statewide. This report is also available here.
Alternative Rating Structures for Kentucky STARS for KIDS NOW
T. Isner, M. Soli, L. Rothenberg, S. Moodie, K. Tout
January 2012
First, the Brief provides a theoretical review of
possible rating structures. Second, data from child care facilities currently participating in
STARS are used to predict how facilities might score in alternative rating structures. Finally, the
“results” of the alternative rating structures are compared to each another and to the current
rating structure. This report is also available here.
Evaluation of Kentucky’s Child Care Resource & Referral System
R. Starr, S. Moodie, L. Rothenberg, T. Isner, K. Tout
January 2012
The purpose of this Evaluation was to provide information about how the CCR&R system serves early care and education practitioners, parents, and stakeholders throughout the state. This report is also available here.
Evaluation of Kentucky’s Child Care Resource & Referral System
R. Starr, S. Moodie, L. Rothenberg, T. Isner, K. Tout
January 2012
This Evaluation provides an examination and assessment of existing STARS components and to provide a basis for recommendations to improve STARS implementation statewide. This report is also available here.
Findings from the Kentucky Early Care and Education and School‐Age Care Household Survey
R. Starr, K. Tout, L. Albertson‐Junkans, S. Moodie, L. Rothenberg, M. Soli
January 2012
This Evaluation Brief provides information on the patterns of early care and education and school-age care arrangements used by families in Kentucky, how they found their arrangements, how families perceive the settings they use, and how they pay for the
arrangements. This report is also available here.
Kentucky Stars for Kids Now Process Evaluation: Executive Summary
K. Tout, R. Starr, T. Isner,
S. Daily, S. Moodie, L. Rothenberg,
M. Soli
January 2012
The Process Evaluation of Kentucky STARS for KIDS NOW was initiated in October 2010 by the Kentucky Department for Community Based Services, Division of Child Care to provide an examination and assessment of existing STARS components and to provide a basis for recommendations to improve STARS implementation statewide. This report is also available here.
2011
Parental Perceptions of High Quality Care and School Readiness: Findings from the Maryland Research Capacity Project
N. Forry, M. Zaslow, J. Wessel, S. Simkin, K. Rodrigues, R. Grafwallner, J. Spears
November 17, 2011
Presentation to State and Territory CCDF Administrators/Child Care Policy Research Consortium Meeting
Ready or Not: Subsidized Care Arrangements, Pre-Kindergarten, and Children’s Readiness for School upon Kindergarten Entry
N. Forry, E. E. Davis, K. Welti
November 4, 2011
Presentation at the Fall APPAM Conference
An examination of the associations between participation in subsidized care arrangements, pre-kindergarten, and children’s readiness for school upon kindergarten entry.
Quality of Caregiver-Child Interaction for Infants and Toddlers Toddlers (Q-CCIIT): A Review of the Literature
Tamara Halle, Rachel Anderson, Amy Blasberg, Alison Chrisler, Shana Simkin
August 2011
The main purpose of the Q-CCIIT project is to develop a new measure to assess the quality of caregiver-child interactions within varied nonparental care settings for infants and toddlers.
Early Childhood Policy Focus: Healthy Eating and Physical Activity
David Murphey, Bonnie Mackintosh, Marci McCoy-Roth
July 25, 2011
Poor nutrition and lack of exercise are jeopardizing our young children’s abilities to do well in school and to stay in good health.
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