Child Care Quality and School Readiness: The Role of Child-Level Vulnerability

儿童保育质量和入学准备：儿童层面脆弱性的作用

基本信息

批准号：
8265939
负责人：
Anna D. Johnson
金额：
$ 4.92万
依托单位：
GEORGETOWN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-07-01 至 2014-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8265939
关键词：
Address Age Attention Biological Birth Caring Child Child Care Child Development Cognitive Data Data Set Development Diagnosis Disadvantaged Economics Education Elements Emotional Employment Enrollment Evaluation Exposure to Face Family Federal Government Fellowship Foxes Funding Goals Growth Head Start Program Income Investments Knowledge Literature Longitudinal Studies Low income Measures Nursery Schools Oklahoma Outcome Parents Pattern Policies Population Poverty Predisposition Provider Public Policy Quality of Care Readiness Research Research Design Research Personnel Resources Risk Risk Factors Role Sampling Schools Selection Bias Source Staging Sum Surveys Systems Theory Techniques Temperament Testing Time Time Study base cohort design early childhood education cost experience improved infancy kindergarten neglect peer preference programs social stem teacher theories therapy design

项目摘要

DESCRIPTION (provided by applicant): The multi-year research plan includes three separate studies that aim to investigate the developmental effects of child care quality for environmentally and biologically vulnerable children in order to inform the targeting of early care and education (ECE) policies and interventions designed to increase school readiness. The first study explores whether the federal child care subsidy program, which is the federal government's most comprehensive investment in ECE and the largest public early care program available to children from birth to age 3, goes beyond its primary goal of supporting parental employment to enhance the development of low- income children by shifting them onto trajectories of higher quality care. The second study considers the role of two more biologically-based risk factors - negative temperament and special needs status - in explaining the effect of exposure to high quality early care on cognitive and social-emotional development. The third study combines elements of the first two to explore whether the effects of higher quality early care on child outcomes among children who are environmentally vulnerable because they are poor vary depending on whether those children are also biologically vulnerable because they have negative temperaments or have been diagnosed with a special need. Data will be drawn from three datasets: to address the first and third questions, the newly available, nationally representative Early Childhood Longitudinal Study - Birth Cohort (ECLS-B) will be used. The ECLS-B collected extensive information from parents, child care providers, and kindergarten teachers along with direct assessments of children and observations of child care quality at multiple time-points. To address the second question, the Child Care and Temperament Over Time Study (CCTOTS) and data from the evaluation of Tulsa, Oklahoma's pre-k program (the "Tulsa" study) will be used. CCTOTS is a longitudinal study designed to assess the effect of child care experiences on the development of children classified as having negatively reactive and positively reactive temperaments in infancy, and as such contains highly reliable measures of temperament and child care quality. The Tulsa study is also unique in that it contains high-fidelity administrative data on children enrolled in high quality public pre-k and Head Start programs, as well as direct child assessment data and family background information from parent surveys. OLS regression, as well as econometric techniques aimed at reducing the threat of selection bias such as propensity score matching and regression discontinuity design will be used on the ECLS-B and Tulsa datasets. To capitalize on the repeated observations of children and child care settings in the CCTOTS data, OLS regression followed by latent growth curve analysis will be used. Findings from the proposed studies will inform efforts to support the school readiness of low-income children, children whose disadvantage stems from biologically-based sources, and children with the double disadvantage of both environmental and biological vulnerabilities.

描述（由申请人提供）：多年研究计划包括三项独立的研究，旨在调查儿童保育质量对环境和生物学上脆弱的儿童的发展影响，以便为早期保育和教育（ECE）政策和目标提供信息。旨在提高入学准备程度的干预措施。第一项研究探讨了联邦儿童保育补贴计划（这是联邦政府对儿童早教最全面的投资，也是为出生至 3 岁儿童提供的最大的公共早期保育计划）是否超出了其支持父母就业的主要目标，以提高父母的就业率。通过将低收入儿童转移到更高质量的护理轨道来促进他们的发展。第二项研究考虑了两个更多的基于生物学的风险因素——消极气质和特殊需求状态——在解释高质量早期护理对认知和社会情感发展的影响方面的作用。第三项研究结合了前两项的要素，探讨更高质量的早期护理对那些因贫困而处于环境脆弱的儿童的儿童结局的影响是否会有所不同，这取决于这些儿童是否也因为具有消极气质或一直受到环境影响而在生物学上处于脆弱状态。被诊断有特殊需要。数据将从三个数据集中提取：为了解决第一和第三个问题，将使用新近提供的、具有全国代表性的早期儿童纵向研究 - 出生队列 (ECLS-B)。 ECLS-B 从家长、儿童保育提供者和幼儿园教师那里收集了广泛的信息，以及对儿童的直接评估和多个时间点的儿童保育质量观察。为了解决第二个问题，将使用儿童保育和气质随时间变化的研究 (CCTOTS) 以及俄克拉荷马州塔尔萨学前班项目的评估数据（“塔尔萨”研究）。 CCTOTS 是一项纵向研究，旨在评估儿童保育经历对婴儿期具有消极反应和积极反应气质的儿童发展的影响，因此包含高度可靠的气质和儿童保育质量衡量标准。塔尔萨研究的独特之处在于，它包含了参加高质量公共学前班和启蒙计划的儿童的高保真管理数据，以及来自家长调查的直接儿童评估数据和家庭背景信息。 ECLS-B 和塔尔萨数据集将使用 OLS 回归以及旨在减少选择偏差威胁的计量经济学技术，例如倾向评分匹配和回归不连续性设计。为了利用 CCTOTS 数据中对儿童和儿童保育环境的重复观察，将使用 OLS 回归和潜在生长曲线分析。拟议研究的结果将为支持低收入儿童、因生物原因而处于劣势的儿童以及因环境和生物脆弱性而处于双重劣势的儿童的入学准备工作提供信息。