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1.
In 2008, the federal government allotted $7 billion in child care subsidies to low-income families through the state-administered Child Care and Development Fund (CCDF), now the government's largest child care program (US DHHS, 2008). Although subsidies reduce costs for families and facilitate parental employment, it is unclear how they impact the quality of care families purchase. This study investigates the impact of government subsidization on parents’ selection of child care quality using multivariate regression and propensity score matching approaches to account for differential selection into subsidy receipt and care arrangements. Data were drawn from the Child Care Supplement to the Fragile Families and Child Wellbeing Study (CCS-FFCWS), conducted in 2002 and 2003 in 14 of the 20 FFCWS cities when focal children were 3 years old (N = 456). Our results indicate that families who used subsidies chose higher quality care than comparable mothers who did not use subsidies, but only because subsidy recipients were more likely to use center-based care. Subgroup analyses revealed that families using subsidies purchased higher-quality home-based care but lower-quality center-based care than comparable non-recipients. Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients’ using formal child care arrangements (versus kith and kin care) more often than non-recipients. 相似文献
2.
Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child–adult ratios typical of home-based care may allow for more individual child–adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant–toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed. 相似文献
3.
Cathrine Neilsen-Hewett Naomi Sweller Alan Taylor Linda Harrison Jennifer Bowes 《Early childhood research quarterly》2014
Research suggests that multiple non-parental care arrangements may have adverse effects on young children, yet little is known about their prevalence, factors associated with their use, or parents’ reasons for making these care arrangements. This longitudinal study reports on 677 children and their families recruited from government-regulated child care centers and family child care services in urban and rural New South Wales, Australia. Multiple concurrent care arrangements were relatively common, with one third of children attending at least two child care arrangements per week. Multiple child care was found to be more likely for children who were older, with better health, or with employed mothers, and who were living in rural rather than urban areas. Results suggest that parents’ reasons for using multiple care arrangements were based largely based on preferences that were made in the best interests of the child and on convenience. The deliberate choice by parents to use multiple child care arrangements to benefit their child challenges the assumption in previous literature that mixed care is not the parents’ first choice. 相似文献
4.
Nearly one quarter of Australian children under the age of 5 experience multiple non-parental child care arrangements. Research focused on the relationship between multiple child care arrangements and child socioemotional development is limited, particularly in Australia. Evidence from the United States and Europe has linked multiple child care arrangements to increases in children's problem behaviors (0065 and 0155), but there is little corresponding evidence on Australian children's child care experiences. Using a nationally representative sample of Australian children, we examined the associations between concurrent multiple child care arrangements and child socioemotional and behavioral development at age 4.5. We found suggestive evidence that child care multiplicity at age 4.5 is related to higher levels of behavior problems. However, this relationship is moderated by prior child care experiences. We found that prior care multiplicity mitigates the relationship between concurrent multiplicity and children's prosocial skills and conduct problems. In contrast, moving from a single arrangement or no non-parental child care to multiple arrangements appears to be negatively associated with children's concurrent socioemotional skills. Implications for policy and practice are discussed. 相似文献
5.
Nancy L. Marshall Wendy Wagner RobesonAllison J. Tracy Alice FryeJoanne Roberts 《Early childhood research quarterly》2013
To examine whether state child care subsidy policies can combine goals of increasing maternal employment and increasing access to quality child care for children in low-income families, we studied one state's comprehensive policy, through a cross-sectional survey of 665 randomly selected families using centers, Head Starts, family child care homes, public school preschools or informal care, including a sample of families on the waitlist for child care subsidies. We found that, in Massachusetts, families receiving child care subsidies report greater access to child care, more affordable child care, and higher quality child care, than do similar families not receiving subsidies. Lower-income families not receiving subsidies can sometimes access affordable, quality child care through Head Start programs and public preschools, but, when they have to pay for care, they pay a significantly greater proportion of their income than do families receiving subsidies. We also found that families on the subsidy waitlist are at a particular disadvantage. Waitlist families have the greatest difficulty paying for care, the least access, and the poorest quality child care. While the child care subsidy policies benefited those families receiving subsidies, families outside the system still struggled to find and afford child care. 相似文献
6.
This study uses data from the Fragile Families and Child Wellbeing Study [Reichman, N., Teitler, J., Garfinkel, I., & McLanahan, S. (2001). The fragile families and child wellbeing study: Sample and design. Children and Youth Services Review, 23, 303–326] to describe primary child care arrangements of employed, predominantly low-income mothers of 1-year olds, and to quantify their child care calculus in the post-welfare reform era. The sorting of children across arrangement types differs by mother's race/ethnicity: Hispanic children are most likely to be cared for maternal kin, Black children in organized centers, and White children by their fathers. Multinomial regression reveals that the association between race/ethnicity and arrangement type is largely – but not entirely – accounted for by mothers’ socioeconomic, household, job, and cultural characteristics; interaction tests show that the associations between arrangement type and both poverty status and marital status are contingent on race/ethnicity. These findings indicate that disadvantage does not translate into child care arrangements similarly across racial/ethnic groups and child care policy must take into account structural and cultural differences associated with parents’ race/ethnicity. 相似文献
7.
Objective
Children of mothers with mental illness are at risk for multiple untoward outcomes, including child maltreatment and foster care placement. The purpose of this analysis was to determine the association between maternal mental illness and children's long term safety and stability.Methods
A multi-sector administrative dataset from the Department of Social Services (DSS) and Department of Mental Health (DMH) was analyzed. The sample was 4,895 low income families (mother and child dyads) first reported to child welfare in 1993 or 1994. Families were followed until March of 2009. Dates of new report and foster care placement were obtained from DSS data. ICD-09 or ICD-10 diagnostic codes were obtained from Department of Mental Health data. Schizophrenic disorders, episodic mood disorders, anxiety disorders and personality disorders were examined.Results
New reports were more likely for children of mothers with mental illness, regardless of diagnosis. While overall 67% of children had a new report over the course of their childhood, rates ranged from 80 to 90% for children of mothers with mental illness and occurred within a shorter time frame than for other children. In the multivariate models, mood (HR = 1.41, p < .001) and anxiety disorders (HR = 1.32, p < .05) placed children at greater risk for new reports. The proportion of children with foster placements was more than double for children of mothers with mental illness than for other children. In the multivariate model, anxiety disorders were strongly associated with the risk of placement (HR = 1.75, p < .001).Conclusions and Practice implications
Important differences in safety and stability were found between children of mothers with and without mental illnesses, as well as some variability across diagnoses. Since these mothers had already received services our findings suggest that access is not enough. The services they are receiving or have received may be an ineffective approach to helping them parent safely. 相似文献8.
The ups and downs of child care: Variations in child care quality and exposure across the early years 总被引：1，自引：0，他引：1
There is considerable policy interest in understanding the role of child care in children’s development. Yet little research has examined whether individual children experience changes in child care quality across their early years, and less has included children’s varying levels of exposure to care in analyses of child care trajectories. Using data from the NICHD Study of Early Child Care, this study seeks to fill these gaps by studying the non-maternal care experiences of children whose mothers work at some point during their early years. We find that few of these children experience continuously high-quality care or continuously low-quality care. Instead, many children experience changes in child care quality. Children from low socioeconomic status families are more likely to experience low-quality care than children who are never poor, but children who are never poor are more likely to have child care histories that include both low- and high-quality care arrangements. We discuss the implications of our findings for studies of selection into low-quality child care arrangements and the effects of child care quality on children’s development. 相似文献
9.
Objectives
To describe health-related problems across placement types (unrelated foster, kin foster, in-home with birth parent); to examine the association of placement and demographic/child welfare variables (child gender, age, race/ethnicity; caregiver language; type of maltreatment, and length of time receiving services from child welfare) with health-related problems.Methods
This study utilized a retrospective medical chart review of children less than 6 years old (n = 449) seen at an outpatient child welfare pediatric clinic. Logistic regression modeling was used to estimate odds of having a weight, medical, or provisional developmental delay problem by placement and demographic/child welfare characteristics.Results
Almost 13% of children in the sample were obese (≥95% age-gender specific percentile) and more than a quarter were overweight/obese (≥85%) while only 7% were underweight (≤5%). Most children (78%) had a physical health diagnosis and 25% were provisionally identified with a developmental delay. No differences between weight diagnoses, type of medical diagnoses, and provisional developmental delay by placement type were found, although children with 3 or more medical diagnoses were more likely to be with kin (p < .05). Children 2 years old or older were more likely to be overweight/obese than children under 2 years old (p < .05) and Hispanic children were more likely to be overweight/obese than non-Hispanic children (p < .01). Length of stay in child welfare was positively related with a medical diagnosis or provisional developmental delay (p < .01).Conclusions
Results argue for careful assessment of weight, medical, and developmental problems in children active to child welfare, whether residing in their home of origin, with kin, or with unrelated foster parents. The increasing problem of obesity among young children in child welfare warrants further investigation and intervention.Practice implications
The comprehensive health examination and enhanced health maintenance schedule for children in foster care should be extended to children who remain at home with child welfare services as child welfare involvement rather than placement is related to health-related problems. 相似文献10.
Young children's experiences outside of both home and school are important for their development. As women have entered the labor force, child care has become an increasingly important context for child development. Child care experiences prior to school entry have been well-documented as important influences on children's academic and socioemotional development. However, less is known about the importance of non-parental, out-of-school care for young school-age children's development. Using a nationally representative sample of kindergartners (n = 16,888), this study examined the relationship between child care experiences during the kindergarten year and children's academic and socioemotional skills. Given that the amount of time available for child care is by definition related to the type of kindergarten a child attends, differences in the relationship between child care and child development were explored separately by full- and part-day kindergarten. Results showed that across both types of kindergarten, more hours of center care during the kindergarten year were associated with small improvements in math test scores for all children. Any center child care during the kindergarten year was associated with increased problem behavior and decreased prosocial skills, even after accounting for a large number of confounding factors. Differences by family income and child gender were also investigated. Implications for policy and practice are discussed. 相似文献
11.
Julia C. Torquati Helen H. RaikesCatherine A. Huddleston-Casas James A. BovairdBeatrice A. Harris 《Early childhood research quarterly》2011,26(4):453
Observed child care quality and parent perceptions of child care quality received by children in poor (below Federal Poverty Line, FPL), low-income (between FPL and 200% of FPL), and non-low-income families were examined. Observations were completed in 359 center- and home-based child care programs in four Midwestern states and surveys were received from 1313 parents whose children were enrolled in these programs. Multilevel structural equation modeling revealed that programs with higher proportions of low-income families tend to have lower observed quality than programs with a higher proportion of non-low-income families. Programs with more educated parents tended to have better observed quality, however, more educated parents tended to have lower perceptions of quality. 相似文献
12.
Rachel A. Gordon Anna C. Colaner Margaret L. Usdansky Claudia Melgar 《Early childhood research quarterly》2013
Most research focuses on preschoolers’ primary non-parental child care arrangement despite evidence that multiple arrangements are relatively common. Using the nationally-representative Early Childhood Longitudinal Study, Birth Cohort, we compare characteristics and outcomes of families whose 4-year olds attend both home- and center-based child care with those who attend either home- or center-based care exclusively or receive no non-parental care at all. We find that about one fifth of 4-year olds attend both home- and center-based child care. Mothers’ priorities for care (getting their child ready for school, matching their families’ cultural background) and perceptions of good local care options predict their combining home- and center-based care. Preschoolers score higher on reading and math assessments, on average, when they attend centers, alone or in combination with home-based child care, than when they are cared for only in homes, either by their parents or by others. Preschoolers’ average socioemotional outcomes generally do not differ between families who do and who do not combine care types. Implications for research and policy are discussed. 相似文献
13.
Responding adequately to parental priorities for child care is important for shaping children’s early experiences and development, and for facilitating parenting at the nexus of work and caregiving roles. Although much research on child care choice has relied on variable-centered approaches that treat parental priorities as distinct and isolated, this article aims to understand parents’ care choices from a person-centered, holistic perspective. Using data from the National Household Education Survey of Early Childhood Program Participation of 2005 (n = 4570), we conduct latent class and multinomial logistic regression analyses, identifying four empirically and substantively distinctive classes of parents based on their scores on seven indicators of child care priority. Class 1 parents (35%) rank all seven indicators as very important. Class 2 parents (18%) prioritize practicality factors. Class 3 parents (9%) do not, on average, rank any of the indicators as highly important. Class 4 parents (37%) emphasize learning and quality-focused factors. Class membership is associated with child’s age, race/ethnicity, and parent respondent’s gender, age, employment status, and socio-economic status. After controlling for socio-demographic factors, parents in the learning-focused class are more likely to choose center-based cares whereas practicality-focused parents prefer home-based relative or non-relative care arrangements. 相似文献
14.
Objective
To help professionals identify factors that place families at risk for future child maltreatment, to facilitate necessary services and to potentially help prevent abuse and neglect.Method
The data are from a prospective, longitudinal study of 332 low-income families recruited from urban pediatric primary care clinics, followed for over 10 years, until the children were approximately 12 years old. Children with prior child protective services involvement (CPS) were excluded. The initial assessment included sociodemographic, child, parent and family level variables. Child maltreatment was assessed via CPS reports. Risk ratios (RRs) and their 95% confidence intervals (CIs) were estimated using Cox regression models.Results
Of the 224 children without a prior CPS report and with complete data who were followed for an average of 10 years, 97 (43%) later had a CPS report. In a multivariate survival analysis, 5 risk factors predicted CPS reports: child's low performance on a standardized developmental assessment (RR = 1.23, 95% CI = 1.01-1.49, p = .04), maternal education ≤ high school (RR = 1.55, CI = 1.01-2.38, p = .04), maternal drug use (RR = 1.71, CI = 1.01-2.90, p < .05), maternal depressive symptoms (RR per one standard deviation higher score = 1.28, CI = 1.09-1.51, p < .01), and more children in the family (RR per additional child = 1.26, CI = 1.07-1.47, p < .01).Conclusions
Five risk factors were associated with an increased risk for later maltreatment. Child health care and other professionals can identify these risk factors and facilitate necessary services to strengthen families, support parents and potentially help prevent child maltreatment. 相似文献15.
16.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. 相似文献
17.
BackgroundChildren in out-of-home care are consistently found to have poor mental health compared to children in the general population. However, UK research has so far failed to disentangle the impact of the care system on children’s mental health outcomes from the effects of the adverse circumstances that led to their admission to care.ObjectiveThis research investigated the association between care placement and the presence of child mental health problems after controlling for children’s pre-care experiences. It also identified factors associated with mental health problems among children in care.Participants and SettingThe sample comprised three groups of children involved with child welfare services due to maltreatment, including children in out-of-home care (n = 122), reunified children (n = 82) and those who had never been in care (n = 159).MethodsThe mental health of the children in the three groups was compared, using information collected from their parents/foster carers and social workers.ResultsThe odds of a child in out-of-home care having a mental health problem were not significantly higher than those of a child who had never been in care (AOR = 1.24; p = 0.462). However, the odds of a child in out-of-home care having reactive attachment disorder (RAD) were significantly higher than those of a child who had never been in care (AOR=1.92; p = 0.032).ConclusionsThese findings make an important contribution to international debates about whether placing children in care is beneficial or detrimental to their wellbeing, and highlight a range of inter-linking factors associated with the mental health of children in out-of-home care. 相似文献
18.
Objective
Many children in the US who are court-ordered to live in out-of-home care are placed with kinship caregivers. Few studies have examined the impact of living with kin on child well-being. This study examined the relationship between length of time living with kin and indices of adolescent well-being in a cohort of children who were initially court-ordered into out-of-home care.Methods
Prospective cohort design with 148 youth, ages 7-12, who entered out-of-home care between May, 1990, and October, 1991. Seventy-five percent of those interviewed at T1 (6 months following placement) were interviewed at T2 (5 years later).Results
Bivariate analyses did not demonstrate significant relationships between length of time living with kin and the outcome variables. In multivariate analyses, longer length of time living with kin was related to: (1) greater involvement in risk behaviors including: delinquency (β = .22, p < .05), sexual risk behaviors (β = .31, p < .05), substance use (β = .26, p < .05), and total risk behaviors (β = .27, p < .05), and (2) poorer life-course outcomes including: Tickets/Arrests (OR = 1.4, p < .05) and lower grades (β = −.24, p < .05). Time living with kin was not related to total competence, or self-destructive, internalizing, externalizing, or total behavior problems. There were trends (p < .10) for time living with kin to predict greater trauma symptomatology (β = .17) and suspensions (OR = 1.1).Conclusions
There were no significant bivariate findings. The multivariate findings suggested a pattern of poorer functioning for youth who spent more time living with kin. No differences were found in current symptomatology.Practice implications
Although findings from a single study should not dictate changes in practice or policy, the current study's findings do suggest that the field needs to conduct more methodologically sophisticated research on the impact of kinship care. 相似文献19.
Elles J. de Schipper J. Marianne Riksen-Walraven Sabine A.E. Geurts 《Early childhood research quarterly》2007
In this study of the multiple determinants of professional caregiving, 237 caregivers (age range: 18–56 years) from 64 Dutch child care centers were extensively observed during their interactions with the children (0–4 years) in their usual care group. The choice of potential determinants of the caregiving quality was guided by Belsky's [Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96] model of the determinants of parenting. Consistent with Belsky's model, quality of caregiving was found to be multiply determined by characteristics of the caregiver, the children and the caregiving context. More specifically, lower-quality care was provided by younger caregivers, to younger children, and by caregivers reporting higher physical occupational workloads. The differences between the participating child care centers proved to explain more variance in the quality of professional caregiving than the differences between the individual caregivers. 相似文献
20.
This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. [Garcia Coll, C., Crinic, K., Lamberty, G., Wasik, B., Jenkins, R., Garcia Vazquez, H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914], which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice. 相似文献