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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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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.
Child Trends’ Research on Early Care and Education - Professional Development
Child Trends
July 2011
Child Trends’ Research on Quality Rating and Improvement Systems (QRIS)
Child Trends
July 2011
Child Trends' Research on Early Childhood Assessment
Child Trends
July 2011
Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5
Tamara Halle - Martha Zaslow - Julia Wessel - Shannon Moodie - Kristen Darling-Churchill. June 2011. Washington, DC: Office of Planning, Research, and Evaluation,
Administration for Children and Families, U.S. Department of Health and Human Services.
This compendium was created in response to the 2007 Head Start reauthorization requirement that programs use reliable and valid early childhood assessments and developmental screeners that are appropriate for the populations they serve. The compendium reviews technical information provided by developers regarding the reliability and validity of 8 commonly used child assessments and 10 developmental screening tools. It translates this information into user-friendly language. The compendium also aims, more generally, to increase awareness about reliability and validity and how to evaluate whether an instrument is reliable and valid for the population and purpose it will be used. Finally, the compendium aims to highlight areas in which the early childhood field is lacking information on the reliability and validity of early childhood assessments and developmental screeners. While originally developed in response to Head Start’s reauthorization, the compendium is designed to be useful to managers and staff who work in different types of early childhood education programs and who are responsible for selecting and evaluating assessment or screening instruments.
Coaching, Consultation and On-site Quality Improvement: Results from Recent Research
Nicole Forry, Kathryn Tout, Martha Zaslow, Ivelisse Martinez-Beck
NAEYC 20th National Institute for Early Childhood Professional Development
Providence, RI
June 13, 2011
Defining Parent and Family Engagement: Recent Efforts to Define and Measure Family-Provider Relationships
Nicole D. Forry, Toni Porter
Secretary’s Advisory Committee on Head Start Research and Evaluation
Washington, DC
June 7, 2011
Linking Home-Based Child Care And State-Funded Preschool: The Community Connections Preschool Program (Illinois Action for Children)
Nicole Forry, Rachel Anderson,
Martha Zaslow, Alison Chrisler, Patti Banghart, J. Lee Kreader
May 2011
The Community Connections preschool program was developed to help prepare children in home-based child care for success in school and in life. Community Connections is a mixed model, incorporating classroom-based and home-provider-based elements. This report describes the methodology and presents the findings of Phase 1 of the evaluation of the Community Connections model, the implementation study.
Gender and Racial Favouritism in Black and White Pre-School Girls
Beth Kurtz-Costes1, Stacie C. DeFreitas, Tamara G. Halle, C. Ryan Kinlaw. British Journal of Developmental Psychology (2011), 29, 270–287, June 2011
As anticipated, participants in this study showed in-group favouritism that varied
based on age, race, and prior experience. Our results illustrate ways in which normative
cognitive development interacts with differences in experiences to shape children’s social choices. Moreover, our results imply that cross-race contact may have a different effect on racial attitudes in majority as compared to minority group members, and also
that interracial contact has a different influence on prejudice or racial favouritism in early
childhood than in later developmental periods.
Young and Vulnerable: Children Five and Under Experience High Maltreatment Rates
By Kerry DeVooght, Marci McCoy-Roth, Madelyn Freundlich
April 29, 2011
Although children of all ages can be victims of abuse or neglect, infants and young children are particularly vulnerable. Federal data on child maltreatment from the National Child Abuse and Neglect Data System (NCANDS) show that young children are more likely than older children to be reported to child protective services (CPS) for suspected abuse or neglect, and are more likely than their older peers to be determined victims of maltreatment by CPS.
Family-Provider Relationships in Early Care and Education: A Review of Promising Practices and Child and Family Outcomes
Nicole D. Forry, Shannon Moodie, Kristen Darling-Churchill, Laura Rothenberg, Rachel Anderson, Meagan McSwiggan, Mary Burkhauser, Juliet Sara Bromer, Bobbie Weber, Nancy Geyelin Margie
Society for Research Development Biennial Meeting
Montréal, Quebec, Canada
March 31, 2011
School Readiness Among Low-Income Children in Maryland: Associations with Prior Care Arrangements and Child Care Subsidy Use
Rolf Grafwallner, Kate Welti, Julia Wessel, Nicole D. Forry,John V.Spears, Martha Zaslow
Society for Research Development Biennial Meeting
Montréal, Quebec, Canada
March 31, 2011
Assessing Preschool Dual Language Learners: Traveling a Multiforked Road
Elizabeth D. Peña - Tamara G. Halle.
In Child Development Perspectives
Volume 5, Issue 1, March 2011. This article explores linguistic, cultural, and contextual factors that may present significant challenges to the accurate assessment of capabilities of preschool dual language learners (DLLs). Read more...
Coaching for Quality Improvement: Lessons Learned from Quality Rating and Improvement Systems (QRIS)
Kathryn Tout, Tabitha Isner, Martha Zaslow
February 2011
This Research Brief summarizes a recent report synthesizing findings from a literature review and a multi-case study of coaching in Quality Rating and Improvement Systems (QRIS) to understand more about the practice of coaching and whether features of coaching can be identified that are linked to positive outcomes for practitioners and children. The Research Brief concludes with an overview of implications for QRIS policy and practice.
Coaching in Early Care and Education Programs and Quality Rating and Improvement Systems (QRIS): Identifying Promising Features
Tabitha Isner, Kathryn Tout, Martha Zaslow, Meg Soli, Katie Quinn, Laura Rothenberg and Mary Burkhauser
February 2011
The purpose of this report is to synthesize findings from a review of the literature and a multi-case study of coaching in Quality Rating and Improvement Systems (QRIS) to understand more about the practice of coaching and whether features of coaching can be identified that are linked to positive outcomes for practitioners and children. Conclusions drawn from the synthesis can be used to generate recommendations for further specification of coaching models in theory and in practice.
Research-based Responses to Key Questions about the 2010 Head Start Impact Study
January 28, 2011
This brief provides background information on the Head Start program and discusses key findings from the Head Start Impact Study through a series of a questions and answers. It concludes with commentary on the Impact Study from a research perspective, highlighting key policy and practice considerations relating to supporting developmentally appropriate and effective early childhood interventions.
The Well-Being of Young Children in Military Families: A Review and Recommendations for Further Study
David A. Murphey,Kristen E. Darling-Churchill, Alison J. Chrisler
January 2011
Because early childhood is widely seen as a critical time to make investments in our nation‘s future, it is especially important to examine what we know (and don‘t know) about the well-being of our youngest military dependents.
2010
Early Childhood Indicators: Making the Most of Measurement
David Murphey
December 2, 2010
This brief offers a quick guide for states on ways to use indicators to guide policy planning and decisions related to early childhood initiatives. It outlines common uses and misuses of indicators and provides examples of several successful early childhood policy initiatives that use indicators to track progress.
Emerging Research on Early Childhood Professional Development
Martha Zaslow - Kathryn Tout - Tamara Halle - Jessica E. Vick Whittaker - Bridgett Lavelle. In Preparing Teachers for the Early Childhood Classroom: Proven Models and Key Principles. Susan B. Neuman, Michael L. Kamil, Eds. Paul H. Brookes Publishing Co., Inc. August 31, 2010. This book covers the major issues faced by those who are creating early childhood professional development systems. Read more...
Toward the Identification of Features of Effective Professional Development for Early Childhood Educators
Martha Zaslow - Kathryn Tout - Tamara Halle - Jessica Vick Whittaker - Bridget Lavelle. U.S. Department of Education
Office of Planning, Evaluation and Policy Development Policy and Program Studies Service. August 2010. This review incorporates findings from research on four targets of early childhood
professional development: 1) strengthening human or social capital; 2) strengthening
practices at institutions or organizations providing professional development; 3)
strengthening early educator practices related to specific child outcomes; and, 4)
strengthening overall quality in classroom or group settings. Read more...
Cross-site Evaluation of the Early Childhood Educator Professional Development Program
U.S. Department of Education. August 2010. The Early Childhood Educator Professional Development Program (ECEPD) is a federal discretionary program that provides grants to partnerships focused on providing professional development activities to early childhood educators working in low-income communities. This brief examined 18 ECEPD projects funded in 2003, 2004, and 2005. Read more...
Home Visiting Application Process: A Guide for Planning State Needs Assessments
June 20, 2010
A guide to help states apply for federal home visiting grants. It outlines key steps for completing the grant application process and provides national and state-level data useful to applicants conducting needs assessments, identifying high-risk populations, and selecting and measuring benchmarks.
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