Subject: Studies in the News 02-58 (October 2, 2002)

Studies in the News
Children and Family Supplement

Contents This Week

Introductory Material EDUCATION
   Early childhood professional development
   Impacts of universal prekindergarten
   New York's universal prekindergarten
   Universal preschool/special education connection
   Early childhood language development
   School leaders and interethnic relations
   School readiness and development of young children
   Minority students in special and gifted education
   Early childhood/family mental health
   Impact of child care on the economy
   Relative caretakers
   Caregivers of children with emotional disorders
   Unmet mental health care needs
Introduction to Studies in the News

Studies in the News is a very current compilation of items significant to the Legislature and Governor's Office. It is created weekly by the State Library's Research Bureau to supplement the public policy debate in California’s Capitol. To help share the latest information with state policymakers, these reading lists are now being made accessible through the State Library’s website. This week's list of current articles in various public policy areas is presented below.

Service to State Employees:

  • When available, the URL for the full text of each item is provided.

  • Items in the State Library collection can be checked out to state officials and staff.

  • Access to all materials listed will be provided by the State Information Reference Center, either by e-mail to or by calling 654-0261.

The following studies are currently on hand:



Early Childhood Professional Development. By Jessica McMaken, Technology and Early Childhood Professional Development, Education Commission of the States. (The Commission, Denver, Colorado) 2002. 70 p.

Full Text at:

["Research shows that educators who receive specific training on working with young children make better early childhood educators than those who do not.... This note explores to what extent states are taking advantage of technologies to increase access to high-quality training and professional development for early childhood educators."]

[Request #S6121]

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Early Care for Infants and Toddlers: Examining the Broader Impacts of Universal Prekindergarten. By Kristi S. Lekies and others. (The Cornell Early Childhood Program, Ithaca, New York) 2001. 39 p.

Full Text at:

["In 1997, New York State became the second state in the nation after Georgia to enact universal prekindergarten (UPK) legislation, aimed at the provision of voluntary educational services to all four-year-old children..... With its diversity, New York's program offers insight into the challenges involved with designing early care and education systems both in the country's largest and most concentrated city and in rural areas."]

[Request #S6122]

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Collaborating for Kids: New York State Universal Prekindergarten, 1999-2000. By Kristi S. Lekies and Mon Cochran. (The Cornell Early Childhood Program, Ithaca, New York) 2001. 80 p.

Full Text at:

["This report draws on a survey with district Universal Prekindergarten (UPK) coordinators and on analysis of final reports submitted to the State Education Department. It finds that the program has much potential for enhancing the development of preschoolers across the state while improving the overall quality of early care education systems."]

[Request #S6123]

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What Can Universal Prekindergarten Learn From Special Education? By Don Bailey, University of North Carolina at Chapel Hill. (The Foundation For Child Development, New York, New York) 2002. 19 p.

Full Text at:

["At least four implications for universal preschool are possible: The State Education Agency will have to be involved in any universal prekindergarten effort ... Inclusion and fulfillment of the least restrictive environment provisions of idea could be enhanced ... Preschool special education will need to consider how it fits into a broader initiative that focuses on school readiness and child care ... [and] Funding regulations and other guidelines may need to be revised."]

[Request #S6124]

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Language Development in Early Childhood. By Beverly Otto. (Merrill Prentice Hall, Columbus, Ohio) 2002. 386 p.

[Includes: "Language Development Among Children of Linguistic Diversity;" "Language Development of Infants and Toddlers;" "Enhancing Language Development in Infants and Toddlers;" "Language Development in Preschoolers;" and others. NOTE: Language Development in Early Childhood ... is available for 3-day loan.]

[Request #S6125]

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Leading for Diversity: How School Leaders Promote Positive Interethnic Relations. By Rosemary Henze and others. (Corwin Press, Thousand Oaks, California) 2002. 205 p.

[Includes: "A Framework for Developing Positive Interethnic Communities;" "Assessing the School Context;" "Understanding Racial and Ethnic Conflict;" "Identifying High-Priority Needs--Individual and Schoolwide;" and others. NOTE: Leading for Diversity ... is available for 3-day loan.]

[Request #S6126]

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Set For Success: Building a Strong Foundation For School Readiness Based on the Social-Emotional Development of Young Children. By The Ewing Marion Kauffman Foundation. (The Foundation, Kansas City, Missouri) Summer 2002. 121 p.

["This report indicates that social and emotional school readiness is a precursor to learning. Before children can learn to read, they must learn basic social and emotional skills – such as the ability to tolerate frustration without 'melting down' or acting aggressively, and the ability to be attentive and follow directions."]

Executive Summary. 18 p.:

Full Report. 121 p.:

[Request #S6127]

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Minority Students in Special and Gifted Education. Edited by M. Suzanne Donovan and Christopher T. Cross, The National Research Council. (The National Academies Press, Washington, DC) 2002. 485 p.

Full Text at:

[Includes: "The Context of Special and Gifted Education;" "Representation of Minority Students in Special and Gifted Education;" "Pregnancy to Preschool: Early Influences on Cognition and Behavior;" "From General to Specialized Education: Why and How Students are Placed;" and others. NOTE: Minority Students in Special and Gifted Education ... is available for 3-day loan.]

[Request #S6128]

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Defining Early Childhood/Family Mental Health. By Marie Kanne Poulsen, California Infant, Preschool & Family Mental Health Initiative, University of Southern California. Prepared for the California Institute of Mental Health, Cathie Wright Center. CWTAC Updates. Vol. 5, No. 3. (The Center, Sacramento, California) July/August 2002. 10 p.

Full Text at:

["This is the first article in a four part series on infant and early childhood/family mental health.... [It] emphasizes a developmental approach. Infant developmental and neurobehavioral competencies, as well as the ability of the caregiving environment to regulate the development of the child, are addressed in assessment and treatment processes."]

[Request #S6129]

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The National Economic Impacts of the Child Care Sector. By M. Cubed, The National Child Care Association. (The Association, Conyers, Georgia) Fall 2002. 19 p.

Full Text at:

["Child care is a crucial component of our nation's economy because it enables parents to go to work and earn more than $100 billion annually. As parents,and particularly mothers, become an increasingly important part of the economy, it is crucial that the child care sector adds capacity to meet their needs and support the national economy." CDF Child Care Advocacy Newletter (September 23, 2002).]

[Request #S6130]

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"Relative Caretakers in Child-Only Cases Lack Support Services to Fulfill Crucial Roles." By The National Center for Children in Poverty. The Forum: Research Forum on Children, Families and the New Federalism. Vol. 5, No. 3 (The Forum, New York, New York) September 2002. 8 p.

Full Text at:

["There is overwhelming evidence that relative caretakers need more support. Preventing foster home placements and keeping relative caretakers' homes up and running are important goals. It is in the interest of the children, and in the interest of overburdened foster care programs across the country, for states to provide it."]

[Request #S6131]

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"Child Functioning and Caregiver Well-Being in Families of Children with Emotional Disorders: A Longitudinal Analysis." By Theresa J. Early and others. IN: Journal of Family Issues, vol. 23, no. 3 (April 2002) pp. 374-391.

["Caring for a child with an emotional disability, ranging from extreme shyness to violent behavior, takes a toll on parents and caregivers that apparently does not ease with time. Researchers at Ohio State University conclude it's not just the children with problems who need care - the people caring for them also need help." Connect for Kids (September 4, 2002).]

[Request #S6132]

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[The following studies, reports, and documents have been ordered or requested, but have not yet arrived. Requests may be placed, and copies will be provided when the material arrives.]



"Unmet Need for Mental Health Care Among U.S. Children: Variation by Ethnicity and Insurance Status." By Sheryl Kataoka and others. IN: The American Journal of Psychiatry, vol. 159, no. 9 (September 2002) pp. 1548-1555.

["This study finds that ... nearly 80% of the children and adolescents who were defined as needing mental health services did not receive services.... The rate of unmet mental health care was greater among Latino than white children, among uninsured children than insured children." Children Defense Fund's Health Information Project Listserv (September 27, 2002).]

[Request #S6133]

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