Findings from the Nevada Business Summit on Early Childhood Investment

On February 10, 2010, a partnership of the United Way of Southern Nevada, the UNLV Nevada Institute for Children’s Research and Policy, the Agassi Foundation for Education and the State of Nevada Head Start State Collaboration Office, with support from The Lincy Foundation, hosted the Nevada Business Summit on Early Childhood Investment. The summit met to discuss effective ways to invest in early childhood education and health, in hopes of creating solutions that would provide long term human capital development through early intervention. The summit tied issues of employment opportunities, job readiness and economic trends with the need to invest in early childhood programs to enhance Nevada\u27s growth and competitiveness in the United States and global economy. During the summit, members of the business and early childhood community heard from three guest speakers which highlighted the connection between business and early childhood development. First, Dr. Pat Levitt discussed toxic stress and its impact on learning and health, followed by Dr. Art Rolnick who presented on early childhood development and public return on investment, and ended with Dr. Robert Dugger who put forth the call to action

Health Status of Children Entering Kindergarten: Results of the 2012-2013 (Year Five) Nevada Kindergarten Health Survey

Academic achievement for children is vital to their success in life. Those that do well in school have greater opportunities for post-secondary education, and later have better prospects for employment. One of the major factors that can affect a child’s academic achievement is his or her health status. Academic outcomes and health conditions are consistently linked in the literature (Taras & Potts-Datema, 2005). Children with poor health status, and especially those with common chronic health conditions, have increased numbers of school absences and more academic deficiencies (Taras & Potts-Datema, 2005). In a study concerning excused versus unexcused absences, children with greater absenteeism had lower academic performance, and those with excused absences performed better than those with unexcused absences (Gottfried, 2009). Therefore, to increase the likelihood for academic success in children, we need address their health concerns. Preventative care is crucial to a child’s ability to succeed in school.According to data from the KIDS COUNT Data Center at the Annie E. Casey Foundation (2009), 11 percent of Nevada’s teens are high school dropouts, compared to 7 percent nationally. The national dropout prevention center lists poor attendance and low achievement as two of the significant risk factors for school dropout (Hammond et al., 2007). Additionally studies examining school dropout rates indicate that early intervention is necessary to prevent students from dropping out of school. Middle and high school students that drop out likely stopped being engaged in school much earlier in their academic career. Therefore, early prevention and intervention is crucial to improving graduation rates. Ensuring that children have their basic needs met, including receiving adequate health care, can directly impact a child’s academic achievement as well as increase their likelihood for high school graduation.To gain baseline information on the health status of children entering the school system and better track student health status, the Nevada Institute for Children’s Research and Policy (NICRP), in partnership with the state’s 17 school districts, the Southern Nevada Health District (SNHD), and the Nevada State Health Division (NSHD), conducted a health survey examining the health status as well health insurance status of Nevada’s children entering kindergarten. This study was conducted with the goal of quantifying the health status of children as they enter school to be able to identify specific areas for improvement to eventually increase academic success among Nevada’s students

Health Status of Children Entering Kindergarten: Results of the 2009-2010 (Year Two) Nevada Kindergarten Health Survey

Academic achievement for children is vital to their success in life. Those that do well in school have greater opportunities for post-secondary education, and later have better prospects for employment. One of the major factors that can affect a child’s academic achievement is his or her health status. Academic outcomes and health conditions are consistently linked in the literature (Taras & Potts-Datema, 2005). Children with poor health status, and especially those with common chronic health conditions, have increased numbers of school absences and more academic deficiencies (Taras & Potts-Datema, 2005). In a study concerning excused versus unexcused absences, children with greater absenteeism had lower academic performance, and those with excused absences performed better than those with unexcused absences (Gottfried, 2009). Therefore, to increase the likelihood for academic success in children, we need address their health concerns. Preventative care is crucial to a child’s ability to succeed in school.According to data from the KIDS COUNT Data Center at the Annie E. Casey Foundation (2009), 11 percent of Nevada’s teens are high school dropouts, compared to 7 percent nationally. The national dropout prevention center lists poor attendance and low achievement as two of the significant risk factors for school dropout (Hammond et al., 2007). Additionally studies examining school dropout rates indicate that early intervention is necessary to prevent students from dropping out of school. Middle and high school students that drop out likely stopped being engaged in school much earlier in their academic career. Therefore, early prevention and intervention is crucial to improving graduation rates. Ensuring that children have their basic needs met, including receiving adequate health care, can directly impact a child’s academic achievement as well as increase their likelihood for high school graduation.To gain baseline information on the health status of children entering the school system and better track student health status, the Nevada Institute for Children’s Research and Policy (NICRP), in partnership with the state’s 17 school districts, the Southern Nevada Health District (SNHD), and the Nevada State Health Division (NSHD), conducted a health survey examining the health status as well health insurance status of Nevada’s children entering kindergarten. This study was conducted with the goal of quantifying the health status of children as they enter school to be able to identify specific areas for improvement to eventually increase academic success among Nevada’s students

Early childhood nutrition concerns, resources, and services for Aboriginal families in Victoria

Abstract Objective: To investigate the child nutrition concerns of Aboriginal families with young children attending Aboriginal health and early childhood services in Victoria; training needs of early childhood practitioners; and sources of nutrition and child health information and advice for Aboriginal families with young children. Method: Qualitative needs assessment involving consultation with Aboriginal parents of young children aged 0–8 years attending Aboriginal health and early childhood services, and early childhood practitioners from Aboriginal health and early childhood services in urban and regional Victoria. Focus groups were conducted with 35 Aboriginal parents and interviews conducted with 45 health and early childhood practitioners. Thematic analysis was used to generate and then refine distinct, internally consistent common themes from the data. Results: The most frequent issues identified were low levels of breastfeeding, inappropriate introduction of solids, reliance on bottles, sweet drinks, and energy‐dense foods, poor oral health and overweight. Concerns about staff training and capacity, and access to maternal and child health services were also common. Conclusion and implication: This study identifies major gaps in service delivery for Aboriginal families with young children and points to the need for a coordinated, culturally responsive systems approach to providing support for breastfeeding and child nutrition advice and support for Aboriginal families, including capacity building for staff, and supportive systems and policy

A Randomized Trial Examining the Effects of Parent Engagement on Early Language and Literacy: The Getting Ready Intervention

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children’s language use (d = 1.11), reading (d = 1.25), and writing skills (d = .93). Significant intervention effects on children’s direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child’s development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment’s effects

GETTING READY: RESULTS OF A RANDOMIZED TRIAL OF A RELATIONSHIP-FOCUSED INTERVENTION ON THE PARENT– INFANT RELATIONSHIP IN RURAL EARLY HEAD START

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers

Parents' decision making and access to preventive healthcare for young children: Applying Andersen's Model

Background and objective: Implementing preventive health care for young children provides the best chance of improving health and changing a child's life course. In Australia, despite government support for preventive health care, uptake of preventive services for young children is low. Using Andersen's behavioural model of health-care utilization, we aimed to understand how parents conceptualized their children's preventive health care and how this impacted on access to preventive health-care services. Design: Semi-structured telephone interviews conducted between May and July 2011. Setting and participants: Twenty-eight parents of children aged 3-5 years from three diverse socio-economic areas of Melbourne, Australia. Results: Thematic analysis showed parents' access to child preventive health care was determined by birth order of their child, cultural health beliefs, personal health practices, relationship with the health provider and the costs associated with health services. Parents with more than one child placed their own experience ahead of professional expertise, and their younger children were less likely to complete routine preventive health checks. Concerns around developmental delays required validation through family, friends and childcare organizations before presentation to health services.Conclusions: To improve child preventive health requires increased flexibility of services, strengthening of inter-professional relationships and enhancement of parents' knowledge about the importance of preventive health in early childhood. Policies that encourage continuity of care and remove point of service costs will further reduce barriers to preventive care for young children. Recent reforms in Australia's primary health care and the expansion of child preventive health checks into general practice present a timely opportunity for this to occur

Ready, steady, learn: school readiness and children’s voices in English early childhood settings

Internationally, school readiness is increasingly the rationale for early childhood education and care. This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policymakers regarding the need for coherent policy concerning the purpose of early childhood education and care, with practitioner training and a framework aligned fully with that policy. A larger study is indicated