44 research outputs found
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Interventions to Promote Young Children's Self-Regulation and Executive Function Skills in Early Childhood Settings
This resource list highlights research specifically focused on interventions to improve young children's self-regulation and executive function skills, in preschool and kindergarten settings
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Science in early care and education: Research-to-policy resources
This resource list identifies resources from 2010 to 2017 that highlight resources on science in early care and education under the following categories: 1) Policy resources, 2) Promising practices, 3) Professional development and teacher preparation
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Early care and education financing strategies: Research-to-policy resources
This resource list includes resources on state and local financing strategies, blending and braiding funding streams, and Pay for Success (PFS)/ Social Impact Bonds (SIBs) from 2012 to 2018. Most of the resources are descriptive as little research on impacts has yet been published
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Early childhood preservice training on promoting social emotional development in young children: Research-to-policy resources
This Research-to-Policy Resource List focuses on research examining preservice early childhood teacher training to promote the social emotional development of young children. Research in this area is limited but includes survey research on early childhood teacher preparation programs with a focus on social emotional development content, descriptive studies of the perceptions of preservice teachers on how to support social development of young children, and several small scale evaluations of instructional approaches to promote social emotional development
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Father Engagement in Early Childhood Programs: Research-to-Policy Resources
Research demonstrates the importance of father-child relationships in the early years and the effects on children’s development. Recent studies have found positive associations between father-child interactions and young children’s social emotional development, academic achievement, self-regulation and language development. Recognizing the important role that fathers play in their children’s development, there has been a growing focus on engaging fathers in early childhood education programs.
Father engagement in early childhood programs (ECPs) has been defined as “…direct and indirect connections that fathers have with ECPs including selecting programs, participating in program-related activities, assuming responsibility for children’s health and well-being in the program, and supporting joint program and family goals.” Research on father engagement in ECPs focuses on defining and measuring father engagement, examining fathers’ beliefs and barriers to engagement, father engagement for children with disabilities, child care decision-making by fathers, and interventions to engage fathers in early childhood programs (such as home visiting, Early Head Start, and Head Start). Additionally, more recent research focuses on culturally responsive approaches to father engagement in ECPs.
This resource list includes research on father engagement in ECPs from 2008 to 2018. An earlier resource list developed by Research Connections also examined father engagement in ECPs from 1999 to 2008. Resources in this list are grouped under the following categories:
1) Literature reviews and syntheses on father engagement in ECPs
2) Studies on father engagement in ECPs
3) Interventions to engage fathers in ECP
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Early care and education workplace conditions and teacher stress: Research-to-policy resources
This research-to-policy resource list compiles publications from 2010 to the present on early care and education workplace conditions and teacher stress. Much of the research focuses on teachers in center-based settings and preschools. There is little research examining this issue for home-based providers. Resources are grouped under the following headings: Descriptive information on teacher well-being and stress; Factors that contribute to teacher stress: Financial issues, Workplace conditions and supports, Child behavior challenges; Effects of stress on teaching practices and child behavior; Interventions to reduce teacher stress; Policy resources
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Early childhood career pathways: Research-to-policy resources
States have begun to incorporate careers pathway programs into their workforce and professional development systems in order to strengthen and support the early childhood workforce. A career pathways approach offers career advancement through a progression of educational qualifications, training, and credentials that build on each other and are aligned with the needs of the industry. Additionally, the career pathways approach includes multiple entry and exit points to allow workforce members greater flexibility in acquiring skills and knowledge. While the terms career ladders, career lattices, and career pathways are often used interchangeably in the early care and education field, the Department of Labor's Career Pathways Toolkit differentiates between career ladders or lattices and career pathways defining career ladders or lattices as "a group of related jobs that may comprise a career. They often include a pictorial representation of job progression in a career as well as detailed descriptions of the jobs and the education and experiences that facilitate movement between jobs" (p. 135). Career pathways, in contrast, are more comprehensive and defined as "a combination of rigorous and high-quality education, training and other services..." (such as counseling and support services) that are aligned to support movement along a career ladder or lattice. Career pathways are specifically designed to meet the needs of diverse learners and non-traditional students. This research-to-policy resource list compiles publications from 2008 to the present on early childhood career pathways and career ladders or lattices. Resources are grouped under the following headings: 1) State workforce surveys, 2) Descriptions and considerations for developing early childhood career pathways, 3) State and city efforts to develop early childhood career pathways and career ladders or lattices, 4) Evaluations of early childhood career ladders or lattices
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Early care and education teacher well-being: Associations with children's experience, outcomes, and workplace conditions: A research-to-policy brief
Identifying features of early care and education (ECE) settings that positively affect children's early learning and development is a critical challenge for the field. Most research related to this challenge has focused on structural features of ECE quality, such as teacher-child ratios and teacher credentials, and on process quality, which refers to aspects of teacher-child interactions. Another dimension of ECE settings that is receiving increased attention is teacher well-being and staff wellness. Research relevant to this topic has mainly focused on the degree to which ECE teachers show stress and other negative psychological states, such as worry, depression and emotional exhaustion, especially in response to workplace conditions. This brief examines research on ECE teachers' experience of various forms of stress and their associations with teaching practices, children's learning, and workplace conditions. The brief concludes with a set of policy recommendations informed by this research. For convenience, the term "stress" is used in summary statements and questions to reflect the broader range of negative states examined in the research. The following questions are addressed in this brief: 1. How prevalent is ECE teachers' experience of stress? 2. How does ECE teachers' work-related stress contribute to the quality of teaching practices and child outcomes? 3. What workplace factors contribute to ECE teacher stress? 4. What interventions and workplace supports promote teacher well-being? 5. What key policy recommendations are suggested by the research? (author abstract
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Parent Employment and the Use of Child Care Subsidies
A growing body of research is starting to shed light on the ways child care subsidies are achieving one of their central goals—supporting employment for low-income parents. Second in the series Reviews of Research on Child Care Subsidies, this research brief summarizes the Research Connections literature review of the same title, Parent Employment and the Use of Child Care Subsidies, which examines recent research addressing the basic question: What parent employment outcomes are associated with the use of child care subsidies? That is, how do employment decisions and patterns for low-income parents with subsidies tend to differ from those of low-income parents without them? For which subgroups of these parents—such as, those with or without high school diplomas, with or without cash assistance histories—do child care subsidies appear to make more difference? What factors in addition to subsidies influence parents' employment decisions? While these questions are posed broadly in terms of "parents," the research to date focuses on "mothers.
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School-Age Child Care Arrangements
School-age children spend time in an array of care arrangements. The most common nonparental after-school arrangements are center- or school-based programs, relative care, and self-care