September 4, 2020 – Volume 19, Issue 34

HOT TOPICS

Brief Looks at Challenges and Solutions to Conducting Intensive Studies in Early Care and Education Settings

The Administration for Children and Families (ACS) discusses the “unique challenges” of recruiting and collecting data from early care and education settings in a new brief this week.

When it sought to gather data for their Assessing the Implementation and Cost of High Quality Early Care and Education project, ACS found it took on average of five “attempts to reach anyone at a center” and an average of seven “total contacts to get the center to agree to participate.” They needed to contact as many as ten centers to successfully recruit just one into the study.

EE/CD SIG Virtual Travel Grants for Eligible Graduate Students

Virtual travel grants are available to graduate student members of the Early Education and Child Development Special Interest Group (SIG) of the American Educational Research who plan to attend the 2021 virtual meeting. Deadline for submission is December 20, 2020. Inquiries and nominations should be submitted to Daniel Castner at djcastne@iu.edu.

ECE RESEARCH

Who Wins the Preschool Lottery? Applicants and Application Patterns in DC Public Prekindergarten

Researchers examined “the District of Columbia’s centralized admissions lottery” and its “deferred-acceptance algorithm” that matches families with schools. They found the “PK3 lottery has consistently higher match rates, while the PK4 match rates are lower and have been declining,” “applicants matched by the lottery resemble their respective populations,” and “wait-listed applicants appear to differ in their relative socioeconomic advantage and their higher likelihood of residing in immigrant communities.”

Teacher-Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

Testing “whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills,” researchers found “higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk.”

Household Factors Associated With Infant and Under-Five Mortality in Sub-Saharan Africa Countries

Researchers examining infant mortality in 35 countries in Sub-Saharan Africa found “household structure significantly influences child mortality” They suggest “knowledge of drivers of infant and child death is crucial in health policy, programmes designs and implementation” and “that policies to support strong healthy families are urgently needed to improve children’s survival.”

The Quality of Early Childhood Education and Care Services in Greece

Results from a study into the quality of early childhood education and care services in North Greece suggest “the existence of mediocre average quality,” according to researchers. They suggest “overall quality must be improved in Northern Greece daycare services for children under 3-year old.”

Enrollment in Public-Prekindergarten and School Readiness Skills at Kindergarten Entry: Differential Associations by Home Language, Income, and Program Characteristics

Examining “school readiness skills … among children in a large, diverse county,” researchers found “pre-K attenders demonstrated better academic and executive function skills in the first months of kindergarten than non-attenders.” They report “differences in academic skills and self-regulation associated with attendance in pre-K were largest for dual language learners and children from the lowest-income families.”

EVENTS

National Prenatal-to-3 Research to Policy Summit, Tue., September 15, 2020, 11:00 am Central Time, presented by the Prenatal-to-3 Policy Impact Center at The University of Texas at Austin LBJ School of Public Affairs. Register.

OPPORTUNITIES

Senior Research Scholar/Endowed Chair in Early Childhood Development, Picard Center for Child Development and Lifelong Learning at the University of Louisiana Lafayette