Subject: Studies in the News 07-02 (January 11, 2007)

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Studies in the News for
First Five California Logo
Children and Families Commission

Contents This Week

Introductory Material EDUCATION
   California children less likely to succeed
   Bilingual infants and toddlers
   Quality full-day kindergarten
   Illinois Preschool for All
   Early childhood workforce investment
   Early childhood teacher preparation programs
   Linking to community-based developmental services
   Improving delivery of child development services
   Recent advances in child development and behavior
   Pedal-cycle injuries among children under age 6
   Child care safety and quality ratings
   Most low-income parents employed
   Who are America's poor children?
   Child care for children with disabilities
Introduction to Studies in the News

Studies in the News: Children and Family Supplement is a service provided to the First 5 California by the California State Library. The service features weekly lists of current articles focusing on Children and Family policy. Prior lists can be viewed from the California State Library's Web site at

How to Obtain Materials Listed in SITN:

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

  • California State Employees may contact the State Information & Reference Center (916-654-0206; with the SITN issue number and the item number [S#].

  • All other interested individuals should contact their local library - the items may be available there, or may be borrowed by your local library on your behalf.

The following studies are currently on hand:



"Quality Counts 2007 - From Cradle to Career: Connecting American Education From Birth to Adulthood." IN: Education Week, vol. 17, no. 26 (January 4, 2007) Special Report. Various pagings.

Full Text at:

["Children growing up in California, fabled land of opportunity, have a worse chance of achieving the American Dream than children in most other states, a new study says. The real Golden State is Virginia, where children are most likely to become well-educated adults with steady, high-paying jobs, according to researchers from the nonprofit Editorial Projects in Education Research Center in Washington, D.C.... The researchers stacked up all the states and the District of Columbia against 13 measures of success, ranging from parents' employment and English fluency to children's test scores and graduation rates. California ranked 34th among the states..." San Francisco Chronicle (January 4, 2007). Included in this report is a special section on early childhood. NOTE: Quality Counts 2007... will be available for loan. (Free registration is required for online access).]

[Request #S10701]

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Bilingual Infant/Toddler Environments: Supporting Language and Learning in Our Youngest Children: A Guide for Migrant and Seasonal Head Start Programs. By Robert A. Stechuk and others. (Academy for Educational Development, Center for Early Care and Education, Washington, DC) June 2006. 57 p.

Full Text at:

[This resource was created to "assist programs in their development of effective practices for infants and toddlers exposed to more than one language. Terms are defined and 'research-to-practice' information is highlighted. While some of the suggestions are specific to Migrant and Seasonal Head Start Programs, most have broad applicability to any program serving very young children." Natural Resources (December 13, 2006).]

[Request #S10702]

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Quality Full-Day Kindergarten: Making the Most of It. By the National Education Association. (The Association, Washington, DC) 2006. 86 p.

["Now, more than ever, policymakers, teachers, and principals are recognizing the importance of maximizing the benefits of kindergarten by advocating for full-day kindergarten programs." This book "provides evidence based strategies to help teachers implement high quality full-day kindergarten programs. This Topic Pack features articles and resources from prominent researchers, teacher educators, and practitioners on topics such as kindergarten readiness, scheduling, assessment, and transitions." NOTE: Quality Full-Day Kindergarten... is available for loan.]

[Request #S10703]

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Preschool for All Funding Report: Fiscal Year 2007. (Illinois State Board of Education, Springfield, Illinois) November 2006. 6 p.

Full Text at:

["Preschool for All is a historic five-year expansion of early childhood programs that makes Illinois the first state in the nation to offer voluntary, high quality preschool to all three- and four-year-olds whose parents want them to participate. The goal of Preschool for All is to ensure that all children are well prepared to succeed in school and in life. Preschool for All also includes new resources to expand quality infant-toddler programs targeted to at-risk children and their families. Preschool for All was signed into law in July 2006, after passing the General Assembly with strong bipartisan support. In August, $45 million in new funding was awarded to 103 preschool and 15 at-risk infant-toddler programs, which will reach approximately 10,000 new children in 2006-07. When fully implemented, Preschool for All will ensure that 190,000 children in Illinois have access to high-quality preschool. This estimate includes children who are already served in existing State Pre-Kindergarten, Head Start and Early Childhood Special Education programs. During expansion, programs serving children at-risk of school failure are the first priority for new funding, followed by families earning up to four times the federal poverty level, or $80,000 for a family of four."]

[Request #S10704]

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Early Childhood Workforce Investments: A National Strategy - The T.E.A.C.H. Early Childhood® and Child Care WAGE$® Projects. 2005-2006 Annual Program Report. (Child Care Services Association, Chapel Hill, North Carolina) October 2006. 6 p.

Full Text at:

["This year staff at the T.E.A.C.H. Early Childhood® Technical Assistance and Quality Assurance Center (the Center) have worked to better understand how both the T.E.A.C.H. and Child Care WAGE$® Projects are integrated in our field. We have explored how T.E.A.C.H. and WAGE$ are vehicles for the educational attainment of the pre-k workforce.... In addition, we also continue to see a field that is underresourced at every level. We see it at the classroom level, where low education, poor compensation and high turnover still exist. We see it at the college level, where higher education institutions struggle to find qualified instructors to teach early childhood courses. We also see it in states, where fledgling statewide organizations struggle to build their capacity to administer programs and build the advocacy base for the field. With so many families struggling to pay for child care and without the resources to help them, we know that states are under pressure to make the right choices, but the resources are not adequate, often leaving state leaders to choose between quality and quantity."]

[Request #S10705]

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Early Childhood Teacher Preparation Programs in the United States. By Kelly L. Maxwell and others. (FPG Child Development Institute, University of North Carolina, Chapel Hill, North Carolina) 2006.

"The National Prekindergarten Center (NPC) conducted in 2004 a national survey of early childhood teacher preparation programs at 2- and 4-year colleges and universities. These programs prepare individuals to work with children any ages from birth through age 4. We collected data from most early childhood teacher preparation programs in the US and are pleased to present both a national report and state reports. We provide individual reports for 45 states that had at least five early childhood teacher preparation programs and a response rate large enough to be considered representative of the state (75% or higher). A copy of the survey used in the study is also provided. The purpose of the national and state reports is to provide basic descriptive information about the program, faculty, and student characteristics of early childhood teacher preparation programs that prepare individuals to work with children younger than age 5. The reports focus primarily on programs offering the CDA or other certification, Associate’s degrees, Bachelor’s degrees, and Master’s degrees."]

National Report: 32 p.

State Reports: Various pagings.

Study Survey: 22 p.

[Request #S10706]

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Beyond Referral: Pediatric Care Linkages to Improve Developmental Health. By Amy Fine and Rochelle Mayer, Georgetown University. Publication No. 976. (The Commonwealth Fund, New York, New York) December 2006. 66 p.

Full Text at:

["Fund-supported researchers from Georgetown University have conducted the first study of how pediatric practices link young children and their families to community-based developmental services and support. Encompassing developmental, behavioral, and psychosocial health, the report describes promising strategies undertaken by a wide range of primary care practices from around the country, as well as by community and statewide programs that help providers identify children with developmental needs and link them to appropriate services. The authors also provide seven recommendations for enhancing developmental care linkages, along with 'next steps' for implementation." Commonwealth Fund E-mail Alert (December 21, 2006).]

[Request #S10707]

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State Policy Options to Improve Delivery of Child Development Services: Strategies from the Eight ABCD States. By Neva Kaye and others. Publication No. 2006GG-CW15. (National Academy for State Health Policy, Washington, DC) 33 p.

Full Text at:

["Early childhood experiences influence brain development, establishing neural connections that provide the foundation for language, reasoning, problem solving, behavior, and emotional health. Developmental delays are prevalent in young children, especially low-income children, and are significantly under-detected. Many young children are not identified with developmental problems until school entry or until they demonstrate school failure. Although more than 95 percent of young children see a child health care clinician in the first three years of life, most of these clinicians are missing opportunities to detect developmental problems, counsel parents of young children about developmental issues, or refer children to needed services in the community. Fortunately, there are health care delivery and policy options that can be adopted to increase the detection of children with developmental problems as well as facilitate access to assessment and treatment services for those children and families in need of follow-up care."]

[Request #S10708]

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Advances in Child Development and Behavior. Edited by Robert V. Kail, Purdue University. Volume 34 (Academic Press, San Diego, California) 2006. 395 p.

["Volume 34 of the Advances in Child Development and Behavior series is divided into eight components that highlight some of the most recent research in developmental and educational psychology. A wide array of topics are discussed in detail, including social stereotypes and prejudice, phonetic and lexical learning, poverty, the development of moral thinking, and others. Each component provides in depth discussions of various developmental psychology specializations." NOTE: Advances in Child Development... is available for loan.]

[Request #S10709]

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"Pedal-Cycle Injuries Among Children Aged <6 Years - Wisconsin, 2002-2004." IN: Morbidity and Mortality Weekly Report, vol. 55, no. 50 (December 22, 2006) pp. 1345-1348.

Full Text at:

["A gift of a tricycle, bicycle or other pedal cycle to a youngster this holiday season is not complete without a well-fitting helmet to go along with it, officials from the Centers for Disease Control and Prevention remind the public.... In Wisconsin during 2002-2004, records show that residents younger than 6 years of age made a total of 2,046 trips to emergency rooms for injuries sustained while riding a bike, trike, or other pedal cycle. In nearly two-thirds of these injuries (63.8 percent), the injury involved the head or neck and in 3.6 percent the diagnosis was traumatic brain injury. The Wisconsin figures support prior studies that have indicated that head injuries are the predominant category of injury in young cyclists." Reuters Health (December 27, 2006).]

[Request #S10710]

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Issues and Options: Developing Safety and Quality Ratings for Child Care. By Lauren Nackman and others. (State of California, Legislative Analyst's Office, Sacramento, California) January 2007. 28 p.

Full Text at:

["Although the state licenses about 58,000 child care facilities serving up to 1.2 million children, there is little information readily available to parents about the safety and quality of this care. This report describes options to improve the availability of such information. These are: (1) improve the availability of existing information, (2) establish ratings based on a provider’s safety history, (3) establish ratings based on safety and self-reported quality measures, and (4) establish safety and quality ratings using trained assessors. We recommend pursuing options 1 and 2 in the near term, followed by a phased implementation of the third option."]

[Request #S10711]

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Most Low-Income Parents Are Employed. By the National Center for Children in Poverty. (The Center, New York, New York) September 2006. 3 p.

Full Text at:

["Despite low levels of unemployment, average household income has declined substantially since 2000. The number of children living in low-income families has continued to rise. Programs that provide supports for low-income, working parents can increase income and child well-being.... Public policy can support low-income working parents - and therefore their children - by providing relief from work-related expense (such as child care and transportation), increasing income, and strengthening the safety net for temporary unemployment spells."]

[Request #S10712]

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Who are America’s Poor Children? : The Official Story. By the National Center for Children in Poverty. (The Center, New York, New York) December 2006. 4 p.

Full Text at:

["NCCP's new fact sheet finds that 18% of children live in families that are officially considered poor. 'Who Are America's Poor Children? The Official Story' describes the characteristics of children who are officially poor and identifies public policy strategies for improving the well-being of children and families. Key findings include: Across the states, child poverty rates range from 7% in New Hampshire to 27% in Mississippi. Poverty is especially prevalent among black, Latino, and American Indian children. Official poverty rates are highest for young children." Early Education in the News (December 16, 2006).]

[Request #S10713]

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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.]


"Child Care for Children With and Without Disabilities: The Provider, Observer, and Parent Perspectives." By Lisa Knoche, University of Nebraska Lincoln, and others. IN: Early Childhood Research Quarterly, vol. 21, no. 1 (2006) pp. 93-109. TC

[This study "investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families’ perceptions of quality and satisfaction with child care services.... Inclusion status was related to observed quality in family childcare homes (n=132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended."]

[Request #S10714]

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