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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：
8508278
负责人：
Anna D. Johnson
金额：
$ 0.76万
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 2013-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8508278
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脆弱儿童的发展影响，以便为旨在提高入学准备的早期护理和教育（ECE）政策和干预措施提供信息。第一项研究探讨了联邦儿童保育补贴计划，这是联邦政府在幼儿教育方面最全面的投资，也是为出生至3岁儿童提供的最大的公共早期护理计划，是否超越了其支持父母就业的主要目标，通过将低收入儿童转移到更高质量的护理轨道上来促进他们的发展。第二项研究考虑了两个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研究的内容，探讨高质量的早期护理对因贫穷而易受环境影响的儿童的影响是否因这些儿童是否因性格消极或被诊断为有特殊需要而在生物学上也易受伤害而有所不同。数据将从三个数据集中提取：为了解决第一个和第三个问题，将使用新提供的具有全国代表性的儿童早期纵向研究-出生队列（ECLS-B）。ECLS-B收集了来自家长、儿童保育提供者和幼儿园教师的广泛信息沿着对儿童的直接评估和对多个时间点儿童保育质量的观察。为了解决第二个问题，将使用儿童保育和气质随时间变化研究（CCTOTS）和俄克拉荷马州塔尔萨学前教育项目（“塔尔萨”研究）的评估数据。CCTOTS是一项纵向研究，旨在评估儿童保育经验对婴儿期具有负反应和正反应气质的儿童发育的影响，因此包含高度可靠的气质和儿童保育质量指标。塔尔萨的研究也是独一无二的，因为它包含了高质量的公共学前教育和学前教育项目中入学儿童的高保真行政数据，以及来自家长调查的直接儿童评估数据和家庭背景信息。将在ECLS-B和塔尔萨数据集上使用OLS回归以及旨在减少选择偏倚威胁的计量经济学技术，如倾向评分匹配和回归不连续性设计。为了利用CCTOTS数据中儿童和儿童保育环境的重复观察结果，将使用OLS回归，然后进行潜在生长曲线分析。拟议研究的结果将为支持低收入儿童、因生物原因而处于不利地位的儿童以及因环境和生物脆弱性而处于双重不利地位的儿童的入学准备工作提供信息。