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Tracking early childhood development, data and evidence are critical to understanding what young children need..

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  • Data, evidence and tracking

Early childhood development (ECD) has many dimensions and unfolds at a breathtaking pace. Measuring ECD is a complex undertaking, and it is a new field, marked by rapid evolution, great urgency – and significant gaps in our knowledge.  

We have long understood children’s development to their full potential as a fundamental human right . We now know, from recent neuroscience research, just how critical the early years of life are in the development of a child’s brain and in shaping their future. Meanwhile, economics has shown us the great benefits of investing in young children during this unique developmental window – and the wrenching costs, to children and societies, of failing to do so. 

We now know just how critical the early years of life are in the development of a child’s brain and in shaping their future.  

In 2016, the world was shocked when the medical journal The Lancet estimated that 43 per cent of children under 5 in low- and middle-income countries were at risk of not developing to their full potential. But with the underlying data based on composite, proxy indicators, what that means, and what to do about it, remains open to interpretation.  We don’t yet have a full picture of the well-being and developmental status of the world’s youngest children, owing to the following challenges:  

  • Many of the available data points are collected by each sector, separately, and often cannot be used in an analysis that cuts across sectors. In this context, analyses of caregiving practices and home environments are limited and need strengthening. 
  • Establishing a system for tracking child development data at the population level is particularly challenging due to the multidimensional nature of ECD. 
  • A lack of disaggregated ECD data prevents us from fully understanding how factors like age, gender, disability, or discrimination based on ethnicity or race affect young children’s chances of reaching their potential – and how we can change that equation.  
  • Research evidence on child development and the impact of policy and programme interventions in low- and middle-income countries and humanitarian contexts is still limited. 

Measuring and monitoring ECD is critical to understanding what young children need and identifying those at risk of being left behind and not achieving their full developmental potential. Our knowledge is built upon a range of evidence, including numerical data, qualitative research and analyses, implementation research and evaluations. We depend on this evidence to target and improve interventions, advocate with governments to improve conditions for young children and their families, and make the case for investments in ECD. 

UNICEF’s response

UNICEF works with governments and other partners to close the gaps in our knowledge of young children’s development, support monitoring and reporting on its many dimensions, and generate evidence to advocate for better resourced and targeted interventions in the early years of life. We also report on global results from the implementation of ECD programmes in our country offices.

UNICEF provides financial and technical assistance for the collection and analysis of data on children’s survival, health and nutritional status, access to play and early learning, their home environments, and the care and discipline they receive from their parents and caregivers. The Multiple Indicator Cluster Surveys (MICS) are an example of such support. Conducted at regular intervals since 1995 and implemented in over 100 low- and middle-income countries, they are the largest source of internationally comparable data on ECD .   In the Sustainable Development Goals , the international community recognized the importance of ECD through the inclusion of a dedicated indicator, SDG 4.2.1, which measures the proportion of children under 5 years old who are developmentally on track in health, learning and psychosocial well-being.  As the custodian agency for this indicator, UNICEF led the development and validation of a new measurement tool, the Early Childhood Development Index 2030 , and is supporting national governments to report on progress toward the SDG target of ensuring that, by 2030, all girls and boys have access to quality early childhood development, care and pre-primary education.  The resources below cover the major measurement tools, research and data repositories on ECD that represent our most up-to-date, always evolving knowledge of the state of the world’s youngest children. 

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Early Childhood Development: the Promise, the Problem, and the Path Forward

Subscribe to the center for universal education bulletin, tamar manuelyan atinc and tamar manuelyan atinc nonresident senior fellow - global economy and development , center for universal education @tamar_istanbul emily gustafsson-wright emily gustafsson-wright senior fellow - global economy and development , center for universal education @egwbrookings.

November 25, 2013

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Early Childhood: The Scale of the Problem

More than 200 million children under the age of five in the developing world are at risk of not reaching their full development potential because they suffer from the negative consequences of poverty, nutritional deficiencies and inadequate learning opportunities (Lancet 2007).  In addition, 165 million children (one in four) are stunted, with 90 percent of those children living in Africa and Asia (UNICEF et al, 2012).  And while some progress has been made globally, child malnutrition remains a serious public health problem with enormous human and economic costs.  Child death is a tragedy.  At 6 million deaths a year, far too many children perish before reaching the age of five, but the near certainty that 200 million children today will fall far below their development potential is no less a tragedy.

There is now an expanding body of literature on the determining influence of early development on the chances of success later in life.  The first 1,000 days from conception to age two are increasingly being recognized as critical to the development of neural pathways that lead to linguistic, cognitive and socio-emotional capacities that are also predictors of labor market outcomes later in life. Poverty, malnutrition, and lack of proper interaction in early childhood can exact large costs on individuals, their communities and society more generally.  The effects are cumulative and the absence of appropriate childcare and education in the three to five age range can exacerbate further the poor outcomes expected for children who suffer from inadequate nurturing during the critical first 1,000 days.

The Good News: ECD Interventions Are Effective

Research shows that there are large gains to be had from investing in early childhood development.  For example, estimates place the gains from the elimination of malnutrition at 1 to 2 percentage points of gross domestic product (GDP) annually (World Bank, 2006).  Analysis of results from OECD’s 2009 Program of International Student Assessment (PISA) reveals that school systems that have a 10 percentage-point advantage in the proportion of students who have attended preprimary school score an average of 12 points higher in the PISA reading assessment (OECD and Statistics Canada, 2011).  Also, a simulation model of the potential long-term economic effects of increasing preschool enrollment to 25 percent or 50 percent in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6.4 to 17.6, depending on the preschool enrollment rate and the discount rate used (Lancet, 2011).

Indeed, poor and neglected children benefit disproportionately from early childhood development programs, making these interventions among the more compelling policy tools for fighting poverty and reducing inequality.  ECD programs are comprised of a range of interventions that aim for: a healthy pregnancy; proper nutrition with exclusive breast feeding through six months of age and adequate micronutrient content in diet; regular growth monitoring and immunization; frequent and structured interactions with a caring adult; and improving the parenting skills of caregivers.

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The Reality: ECD Has Not Been a Priority

Yet despite all the evidence on the benefits of ECD, no country in the developing world can boast of comprehensive programs that reach all children, and unfortunately many fall far short.  Programs catering to the very young are typically operated at small scale and usually through external donors or NGOs, but these too remain limited.  For example, a recent study found that the World Bank made only $2.1 billion of investments in ECD in the last 10 years, equivalent to just a little over 3 percent of the overall portfolio of the human development network, which totals some $60 billion (Sayre et al, 2013).

The following are important inputs into the development of healthy and productive children and adults, but unfortunately these issues are often not addressed effectively:

Maternal  Health. Maternal undernutrition affects 10 to 19 percent of women in most developing countries (Lancet, 2011) and 16 percent of births are low birth weight (27 percent in South Asia).  Malnutrition during pregnancy is linked to low birth weight and impaired physical development in children, with possible links also to the development of their social and cognitive skills. Pre-natal care is critical for a healthy pregnancy and birth. Yet data from 49 low-income countries show that only 40 percent of pregnant women have access to four or more antenatal care visits (Taskforce on Innovative International Financing for Health Systems, 2009). Maternal depression also affects the quality of caregiving and compromises early child development.

Child Care and Parenting Practices. The home environment, including parent-child interactions and exposure to stressful experiences, influences the cognitive and socio-emotional development of children.  For instance, only 39 percent of infants aged zero to six months in low and middle-income countries are exclusively breast-fed, despite strong evidence on its benefits (Lancet, 2011).  Also, in half of the 38 countries for which UNICEF collects data, mothers engage in activities that promote learning with less that 40 percent of children under the age of six.  Societal violence and conflict are also detrimental to a child’s development, a fact well known to around 300 million children under the age of four that live in conflict-affected states.

Child Health and Nutrition. Healthy and well-nourished children are more likely to develop to their full physical, cognitive and socio-emotional potential than children who are frequently ill, suffer from vitamin or other deficiencies and are stunted or underweight.  Yet, for instance, an estimated 30 percent of households in the developing world do not consume iodized salt, putting 41 million infants at risk for developing iodine deficiency which is the primary cause of preventable mental retardation and brain damage, and also increases the chance of infant mortality, miscarriage and stillbirth.  An estimated 40 to 50 percent of young children in developing countries are also iron deficient with similarly negative consequences (UNICEF 2008).  Diarrhea, malaria and HIV infection are other dangers with a deficit of treatment in early childhood that lead to various poor outcomes later in life.

Preprimary Schooling. Participation in good quality preprimary programs has been shown to have beneficial effects on the cognitive development of children and their longevity in the school system.  Yet despite gains, enrollment remains woefully inadequate in Sub-Saharan Africa and the Middle East and North Africa.  Moreover, national averages usually hide significant inequalities across socio-economic groups in access and almost certainly in quality. In all regions, except South Asia, there is a strong income gradient for the proportion of 3 and 4 year olds attending preschool.

Impediments to Scaling Up

So what are the impediments to scaling up these known interventions and reaping the benefits of improved learning, higher productivity, lower poverty and lower inequality for societies as a whole?  There are a range of impediments that include knowledge gaps (especially in designing cost-effective and scalable interventions of acceptable quality), fiscal constraints and coordination failures triggered by institutional organization and political economy.

Knowledge Gaps . Despite recent advances in the area, there is still insufficient awareness of the importance of brain development in the early years of life on future well-being and of the benefits of ECD interventions.  Those who work in this area take the science and the evaluation evidence for granted. Yet awareness among crucial actors in developing countries—policymakers, parents and teachers—cannot be taken for granted.

At the same time much of the evaluation evidence from small programs attests to the efficacy of interventions, we do not yet know whether large scale programs are as effective. The early evidence came primarily from small pilots (involving about 10 to 120 children) from developed countries. [1] ;While there is now considerable evidence from developing countries as well, such programs still tend to be boutique operations and therefore questions regarding their scalability and cost-effectiveness.

There are also significant gaps in our knowledge as to what specific intervention design works in which context in terms of both the demand for and the provision of the services. These knowledge gaps include the need for more evidence on:  i) the best delivery mode – center, family or community based, ii) the delivery agents – community health workers, mothers selected by the community, teachers, iii) whether or not the programs should be universal or targeted, national or local, iv) the frequency and duration of interventions, of training for the delivery agents and of supervision, v) the relative value of nutritional versus stimulative interventions and the benefits from the delivery of an integrated package of services versus sector specific services that are coordinated at the point of delivery, vi) the most effective curricula and material to be used, vii) the relative effectiveness of methods for stimulating demand – information via individual contact, group sessions, media, conditional cash transfers etc.  In all these design questions, cost-effectiveness is a concern and leads to the need to explore the possibility of building on an existing infrastructure.  There is also a need for more evidence on the kinds of standards, training and supervision that are conducive to Safeguarding the quality of the intervention at scale.

Fiscal Constraints .  Fiscal concerns at the aggregate level are also an issue and force inter-sectoral trade-offs that are difficult to make.  Is it reasonable to expect countries to put money into ECD when problems persist in terms of both access and poor learning outcomes in primary schools and beyond?  Even though school readiness and teacher quality may be the most important determinants of learning outcomes in primary schools, resource allocation shifts are not easy to make for policymakers.  In addition, as discussed above, we do not yet have good answers to the questions around the cost implications of high quality design at scale.

Institutional Coordination and Political Context.   Successful interventions are multi-sectoral in nature (whether they are integrated from the outset or coordinated at the point of delivery) and neither governments nor donor institutions are structured to address well issues that require cross-sectoral cooperation.  When programs are housed in the education ministry, they tend to focus on preprimary concerns.  When housed in the health ministry, programs ignore early stimulation.  We do not know well what institutional structure works best in different contexts, including how decentralization may affect choices about institutional set ups.

There are also deeper questions about the nature of the social contract in any country that shapes views about the role of government and the distribution of benefits across the different segments of the population.  Some countries consider that the responsibilities of the public sector start when children reach school age and view the issues around the development of children at a younger age to be the purview of families.  And in many countries, policies that benefit children get short shrift because children do not have political voice and their parents are imperfect agents for their children’s needs.  Inadequate political support then means that the legislative framework for early year interventions is lacking and that there is limited public spending on programs that benefit the young.  For example, public spending on social pensions in Brazil is about 1.2 percent of GDP whereas transfers for Bolsa Familia which targets poor children are only 0.4 percent of GDP (Levy and Schady 2013).  In Turkey, only 6.5 percent of central government funds are directed to children ages zero to 6, while the population above 44 receives a per capita transfer of at least 2.5 times as large as children today (World Bank, 2010).  Finally, the long gestation period needed to achieve tangible results compounds the limited appeal of ECD investments given the short planning horizon of many political actors.

The Future: An Agenda for Scaling Up ECD

Addressing the constraints to scaling up ECD requires action across a range of areas, including more research and access to know how, global and country level advocacy, leveraging the private sector, and regular monitoring of progress.

Operational Research and Learning Networks. Within the EDC research agenda, a priority should be the operational research that is needed to go to scale.  This research includes questions around service delivery models, including in particular their cost effectiveness and sustainability.  Beyond individual program design, there are broader institutional and policy questions that need systematic assessment. These questions center on issues including the inter-agency and intergovernmental coordination modalities which are best suited for an integrated delivery of the package of ECD services.  They also cover the institutional set-ups for quality assurance, funding modalities, and the role of the private sector.  Finally, research is also needed to examine the political economy of successful implementation of ECD programs at scale.

Also necessary are learning networks that can play a powerful role in disseminating research findings and in particular good practice across boundaries. Many of the issues regarding the impediments for scaling up are quite context specific and not amenable to generic or off-the-shelf solutions.  A network of peer learning could be a powerful avenue for policymakers to have deeper and face-to-face interactions about successful approaches to scaling up.  South-South exchanges were an enormously valuable tool in the propagation of conditional cash transfer schemes both within Latin America and globally. These types of exchanges could be equally powerful for ECD interventions

Advocacy. There is a need for a more visible global push for the agenda, complemented by advocacy at country or regional levels and a strong role for business leaders.  It should be brought to the attention of policymakers that ECD is not a fringe issue and that it is a matter of economic stability to the entire world. It is also in the interest of business leaders to support the development of young children to ensure a productive work force in the future and a thriving economy.  Currently, there is insufficient recognition of the scale of the issues and the effectiveness of known interventions. And while there are pockets of research excellence, there is a gap in the translation of this work into effective policies on the ground.  The nutrition agenda has recently received a great deal of global attention through the 1000 days campaign and the Scaling up Nutrition Movement led by the United States and others.  Other key ECD interventions and the integration and complementarities between the multi-sectoral interventions have received less attention however.  The packaging of a minimum set of services that all countries should aspire to provide to its children aged zero to six would be an important step towards progress.  The time is ripe as discussions around the post-2015 development framework are in full swing, to position ECD as a critical first step in the development of healthy children, capable of learning and becoming productive adults.

Leveraging the Private Sector.   The non-state sector already plays a dominant role in providing early childhood care, education and healthcare services in many countries.  This represents both a challenge and an opportunity.  The challenge is that the public sector typically lacks the capacity to ensure quality in the provision of services and research evidence shows that poor quality child care and education services are not just ineffective; they can be detrimental (Lancet 2011).  The challenge is all the greater given that going to scale will require large numbers of providers and we know that regulation works better and is less costly in markets with fewer actors.  On the opportunity side of the ledger, there is scope for expanding the engagement of the organized private sector.  The private sector can contribute by providing universal access for its own workforce, through for-profit investments, and in the context of corporate social responsibility activities.  Public-private partnerships can span the range of activities, including providing educational material for home-based parenting programs; developing and delivering parent education content through media or through the distribution chains of some consumer goods or even financial products; training preprimary teachers; and providing microfinance for home or center-based childcare centers. Innovative financing mechanisms, such as those in the social impact investing arena, may provide necessary financing, important demonstration effects and quality assurance for struggling public systems.  Such innovations are expanding in the United States, paving the way for middle and low-income countries to follow.

ECD Metrics.  A key ingredient for scaling up is the ability to monitor progress. This is important both for galvanizing political support for the desired interventions and to provide a feedback loop for policymakers and practitioners. There are several metrics that are in use by researchers in specific projects but are not yet internationally accepted measures of early child development that can be used to report on outcomes globally.  While we can report on the share of children that are under-weight or stunted, we cannot yet provide the fuller answer to this question which would require a gauge of their cognitive and socio-emotional development.  There are some noteworthy recent initiatives which will help fill this gap.  The UNICEF-administered Multiple Indicator Cluster Survey (MICS) 4 includes an ECD module and a similar initiative from the Inter-American Development Bank collects ECD outcome data in a handful of Latin American countries.  The World Health Organization has launched work that will lead to a proposal on indicators of development for zero to 3 year old children while UNESCO is taking the lead on developing readiness to learn indicators (for children around age 6) as a follow up to the recommendations of the Learning Metrics Task Force (LMTF) which is co-convened by UNESCO and the Center for Universal Education at Brookings.

The LMTF aims to make recommendations for learning goals at the global level and has been a useful mechanism for coordination across agencies and other stakeholders.  A related gap in measurement has to do with the quality of ECD services (e.g., quality of daycare). Overcoming this measurement gap is critical for establishing standards and for monitoring compliance and can be used to inform parental decisions about where to send their kids.

ECD programs have a powerful equalizing potential for societies and ensuring equitable investment in such programs is likely to be far more cost-effective than compensating for the difference in outcomes later in life.  Expanding access to quality ECD services so that they include children from poor and disadvantaged families is an investment in the future of not only those children but also their communities and societies.  Getting there will require concerted action to organize delivery systems that are financially sustainable, monitor the quality of programming and outcomes and reach the needy.

Lancet (2007). Child development in developing countries series. The Lancet, 369, 8-9, 60-70, 145, 57, 229-42.  http://www.thelancet.com/series /child-development-in-developing-countries.

Lancet (2011). Child development in developing countries series 2. The Lancet, 378, 1325-28, 1339- 53.  http://www.thelancet.com/series/child-development-in-developing-countries-2.

Levy, S. and Schady, N. (2013). Latin America’s Social Policy Challenge: Education, social Insurance, Redistribution. Journal of Economic Perspectives 27(2) , 193-218.

OECD and Statistics Canada (2011). Literacy for Life: Further Results from the Adult Literacy and Life Skills Survey. Paris/Ottawa: Organisation for Economic Co-operation and Development/Canada Minister of Industry.

Sayre, R.K., Devercelli, A.E., Neuman, M.J. (2013). World Bank Investments in Early Childhood: Findings from Portfolio Review of World Bank Early Childhood Development Projects from FY01-FY11. Draft, March 2013, Mimeo.

Taskforce on Innovative International Financing for Health Systems (2009). More money for health, and more health for the money: final report. Geneva: International Health Partnership. http://www.internationalhealthpartnership.net//CMS_files/documents/taskforce_report_EN.pdf

United Nations Children’s Fund (2005). Multiple Indicator Cluster Survey 3. UNICEF. http://www.childinfo.org/mics3_surveys.html.

United Nations Children’s Fund (2008). Sustainable Elimination of Iodine Deficiency: Progress since the1990 World Summit on Children. New York: UNICEF.

United Nations Children’s Fund, World Health Organization and The World Bank (2012). UNICEF- WHO-World Bank Joint Child Malnutrition Estimates. New York: UNICEF; Geneva: WHO; Washington D.C.: The World Bank.

World Bank (2006). Repositioning Nutrition as Central to Development: A Strategy for Large-Scale Action. Directions in Development series. Washington D.C.: The World Bank.

World Bank (2010). Turkey: Expanding Opportunities for the Next Generation-  A Report on Life Chances. Report No 48627-TR. Washington D.C.: The World Bank.

World Bank (2013). World Development Indicators 2013. Washington D.C.: The World Bank.

[1] The Perry preschool and Abecedarian programs in the United States have been rigorously studied and show tremendous benefits for children in terms of cognitive ability, academic performance and tenure within the school system and suggest benefits later on in life that include higher incomes, higher incidence of home ownership, lower propensity to be on welfare and lower rates of incarceration and arrest.

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  • New Working Paper: Place Matters: The Environment We Create Shapes the Foundations of Healthy Development
  • New Infographic: What Surrounds Us Shapes Us
  • New Action Guide: Place Matters: An Action Guide for Policy

View March  2023 newsletter

February 2023

February 2023 Newsletter

  • Shaping Us Campaign: The Royal Foundation Centre for Early Childhood
  • New Translation: Health and Learning Are Deeply Interconnected in the Body: An Action Guide for Policymakers translated into French
  • New Brief: How to Motivate Children: Science-Based Approaches for Parents, Caregivers, and Teachers

View February  2023 newsletter

January 2023

January 2023 Newsletter

  • New Toolkit: IDEAS Impact Framework Toolkit
  • Frontiers of Innovation: Update from Corey Zimmerman, Chief Program Officer
  • Translation Library: A variety of briefs, videos, and infographics translated into 17 languages

View January  2023 newsletter

December 2022

December 2022 Newsletter

  • New Video: Building Adult Capabilities to Improve Child Outcomes: A Theory of Change
  • New Infographic: How Racism Can Affect Child Development
  • Media Coverage: CBS News Boston: Princess Catherine arrives at Center on the Developing Child at Harvard University

View December  2022 newsletter

November 2022

November 2022 Newsletter

  • New Interview: Policymaker Perspectives: Q&A with Bill de Blasio
  • New Action Guide: Health and Learning Are Deeply Interconnected in the Body
  • New InBrief: Moving Upstream: Confronting Racism to Open Up Children’s Potential?

View November  2022 newsletter

October 2022

October 2022 Newsletter

  • New Video: Building Babies’ Brains Through Play: Mini Parenting Master Class
  • New InBrief: Early Childhood Mental Health: A Level Foundation for Life
  • Media Coverage: Delaware Online-Part of the USA TODAY Network: Delaware is expanding supports for families. Let’s keep going

September 2022

September 2022 Newsletter

  • New Video: How Early Childhood Experiences Affect Lifelong Health and Learning
  • New InBrief: Connecting the Brain to the Rest of the Body
  • Infographic: What Is Inflammation? And Why Does it Matter for Child Development?

View September  2022 newsletter

August 2022

August 2022 Newsletter

  • New Guide: Introducing ECD 2.0: A New Framework for Science-Informed Investment in the Early Foundations of Health and Development
  • New Brief: Health and Learning Are Deeply Interconnected in the Body: An Action Guide for Policymakers
  • Media Coverage: Aspen Daily News: Growing Community

View August  2022 newsletter

June 2022 Newsletter

  • Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence
  • How-to: 5 Steps for Brain-Building Serve and Return
  • Partnership Spotlight: 10 years of the Harvard-Brazil Initiative on Early Childhood Development (ECD)

View June  2022 newsletter

May 2022 Newsletter

  • Mental Health Awareness Month Resource: Establishing a Level Foundation for Life: Mental Health Begins in Early Childhood
  • Infographic: What We Can Do About Toxic Stress
  • New Media Coverage: Poverty Impedes Children’s Education Long Before They Enter The Classroom — Here’s How We Can Change That

View May  2022 newsletter

April 2022 Newsletter

  • Introducing HCDC Pediatrics: An Online Toolkit for Pediatric Health Care Providers and Caregivers
  • Resources for Practice: Caregiver Handouts: Games and Activities
  • New Media Coverage: The tooth fairy is calling: Boston researchers seeking baby teeth for health study

View April  2022 newsletter

March 2022 Newsletter

  • Working Paper 15 Translation: Working Paper 15: Connecting the Brain to the Rest of the Body — Now in Español
  • InBrief Translation: InBrief: Connecting the Brain to the Rest of the Body — Now in Español
  • Video Translation: How Early Childhood Experiences Affect Lifelong Health and Learning — Now in Español

View March  2022 newsletter

February 2022

February 2022 Newsletter

  • New Podcast Episode: The Brain Architects: Building Resilience Through Play
  • Call to Action: New Science for a New Era in Early Childhood Policy and Practice
  • New Media Coverage: How Racism in Early Life Can Affect Long-Term Health

View February  2022 newsletter

January 2022

January 2022 Newsletter

  • New Working Paper: Connecting the Brain to the Rest of the Body: Early Childhood Development and Lifelong Health Are Deeply Intertwined
  • Call to Action: Re-Envisioning Early Childhood Policy and Practice in a World of Striking Inequality and Uncertainty

View January  2022 newsletter

October 2021

October 2021 Newsletter

  • New InBrief: What is Resilience?
  • New Guide: Stress and Resilience: How Toxic Stress Affects Us, and What We Can Do About It
  • New Podcast: The Brain Architects Podcast: Toxic Stress: Protecting the Foundation

View October  2021 newsletter

September 2021

September 2021 Newsletter

  • New Guide: 5 Steps for Brain-Building Serve and Return
  • Resources on COVID-19: How to Help Families and Staff Build Resilience During the COVID-19 Outbreak
  • New Video: Play in Early Childhood: The Role of Play in Any Setting

View September  2021 newsletter

July/August 2021

July/August 2021 Newsletter

  • New Video: Serve and Return Interaction Shapes Brain Circuitry
  • New Video: Urban Thinkscape: Transforming Cityscapes Into Opportunities for Playful Learning

View July/August  2021 newsletter

June 2021 Newsletter

  • New Podcast: The Brain Architects Podcast: COVID-19 Special Edition: Mental Health Vital Signs
  • New Fellows: Introducing the 2021-2022 Science and Innovation Fellows

View June  2021 newsletter

May 2021 Newsletter

  • New Brief: Moving Upstream: Confronting Racism to Open Up Children’s Potential
  • New Podcast: The Brain Architects: COVID-19 Special Edition: How Do We Rebuild and  Re-Envision Early Childhood  Services?
  • New Translation: How-to: 5 Steps for Brain-Building Serve and Return (Slovak subtitles)

View May  2021 newsletter

April 2021 Newsletter

  • Updated Report: 3 Principles to Improve Outcomes for Children and Families: 2021 Update
  • New Research: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health
  • New Infographic: What Are ACEs? And How Do They Relate to Toxic Stress?

View April  2021 newsletter

March 2021 Newsletter

  • Statement from Center Director: Re-Envisioning, Not Just Rebuilding: Looking Ahead to a Post-COVID-19 World
  • Q & A: Mental Health Is Central to Planning for the Future
  • Media Coverage: America’s Mothers Are in Crisis

View March  2021 newsletter

February 2021

February 2021 Newsletter

  • New Resource: 5 Facts About Motivation That Are Often Misunderstood
  • New Research: PEDIATRICS: Leveraging the Biology of Adversity and Resilience to Transform Pediatric Practice
  • Media Coverage: AAP News—The Biology of Adversity in Childhood: Why You Should Care

View February  2021 newsletter

January 2021

January 2021 Newsletter

  • New Podcast Episode: Connecting Health & Learning Part II: The Implications
  • New InBrief: Understanding the Science of Motivation
  • Media Coverage: PBS NewsHour Q&A: Childhood Trauma and COVID-19

View Janua ry 2021 newsletter

December 2020

December 2020 Newsletter

  • New Podcast Episode: Connecting Health & Learning Part I: The Science
  • Shared Wisdom: Building Responsive Relationships Remotely
  • Presentation: 2020 Pediatric Brain Health Summit

View December 2020 newsletter

November 2020

November 2020 Newsletter

  • Science-Based Innovation: New Project Teams Join the Mexican Innovation Cluster
  • Virtual Learning Tool: The Brain Architecture Game: Remote Team Edition

View November 2020 newsletter

October 2020

October 2020 Newsletter

  • Policymaker Guide: Health and Learning Are Deeply Interconnected in the Body
  • New Translation: What Is Inflammation? And Why Does it Matter for Child Development (Spanish translation)
  • Presentation: How Poverty and Trauma Affect Brain Development

View October 2020 newsletter

September 2020

September 2020 Newsletter

  • Presentation: Leveraging Advances in Science to Strengthen the Early Foundations of Both Learning and Health
  • Blog Post: Rethinking Business as Usual. Are We Even Starting in the Right Place?
  • Media Coverage: What you need to know about infant mental health— and how COVID-19 factors in

View September 2020 newsletter

August 2020

August 2020 Newsletter

  • New Infographic:   What Is Inflammation? And Why Does it Matter for Child Development? 
  • Science-Based Innovation:  New Project Teams Join the Brazilian Innovation Cluster
  • New Translation: What Is Epigenetics? And How Does It Relate to Child Development? (Now in French!)

View August 2020 newsletter

July 2020 Newsletter

  • New Fellows:   Introducing the 2020-2021 Science and Innovation Fellows
  • New Translations: What Is COVID-19? And How Does It Relate to Child Development? (Now in Portuguese!)

View July 2020 newsletter

June 2020 Newsletter

  • New Working Paper:   Connecting the Brain to the Rest of the Body: Early Childhood Development and Lifelong Health Are Deeply Intertwined
  • New Brief:  How to Help Families and Staff Build Resilience During the COVID-19 Outbreak

View June 2020 newsletter

April 2020 Newsletter

  • New Guide:   A Guide to COVID-19 and Early Childhood Development
  • New Brief:  How to Support Children (and Yourself) During the COVID-19 Outbreak
  • New Spanish Translation:   Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

View April 2020 newsletter

March 2020 Newsletter

  • New Podcast Episode: The Brain Architects: Serve and Return: Supporting the Foundation
  • Applying the Science: Science x Design Training and Support
  • Leveraging Science for Innovation: Interviews with 2019-2020 Djokovic Fellows

View March 2020 newsletter

February 2020 Newsletter

  • New Podcast Episode: The Brain Architects: Toxic Stress: Protecting the Foundation
  • Training Opportunity: IDEAS Impact Framework One-Day Training
  • New Translation: Toxic Stress and Resilience (Now in Spanish!)

View February 2020 newsletter

January 2020 Newsletter

  • New Podcast:  The Brain Architects
  • Applying the Science: Science X Design Workshops
  • New Documentary: Baby Brain

View January 2020 newsletter

December 2019 Newsletter

  • Year in Review: Infographics
  • Science into Action: Stress and Resilience: How Toxic Stress Affects Us, and What We Can Do About It
  • Spreading the Word: #ServeAndReturn Campaign

View December 2019 newsletter

November 2019 Newsletter

  • New Video: Stress & Resilience: How Toxic Stress Affects Us, and What We Can Do About It
  • Get Involved: Help Us Find the Next Djokovic Science & Innovation Fellows
  • Media Coverage:  Which is better for reading to your toddler: Print or ebooks? 

View November 2019 newsletter

October 2019 Newsletter

  • Resource Compilation: Separation and Detention of Migrant Children and Families
  • Issue Brief: Toxic Stress: Issue Brief on Family Separation and Child Detention
  • New Translations:  Haitian Kreyol: Experiences Build Brain Architecture

View October 2019 newsletter

September 2019 Newsletter

  • New Guide: Serve & Return: How Your Interaction with Children Can Build Brains
  • Training Opportunity: Science-Based Innovation Training: Reimagining Program Development and Evaluation
  • Summer Recap:  What We Can Do About Toxic Stress ; Play in Early Childhood: The Role of Play in Any Setting

View September 2019 newsletter

August 2019 Newsletter

  • New Video: How Play Can Help Children and Families Thrive
  • Translations: Japanese, Bulgarian, and more!

View August 2019 newsletter

July 2019 Newsletter

  • New Infographic: What We Can Do About Toxic Stress
  • Training Opportunity: Accelerating the Impact of Early Years’ Services
  • Media Coverage: How the Stress of Separation and Detention Changes the Lives of Children

View July 2019 newsletter

June 2019 Newsletter

  • Social Media Campaign:  Let’s Tell the World about #ServeAndReturn!
  • Video: How to: 5 Steps for Brain-Building Serve and Return
  • Guide:  5 Steps for Brain-Building Serve and Return

View June 2019 newsletter

May 2019 Newsletter

  • New Video: How to: 5 Steps for Brain-Building Serve and Return
  • New Fellows: Introducing the 2019-2020 Djokovic Science and Innovation Fellows
  • Quick Read: InBrief: Applying the Science of Child Development in Welfare Systems

View May 2019 newsletter

April 2019 Newsletter

  • New Infographic: What is executive function? And how does it relate to child development
  • Award & Recognition: Center Director, Dr. Jack P. Shonkoff receives 2019 LEGO Prize
  • Training Opportunity:  Science-Based Innovation Training: Reimagining Program Development and Evaluation

View April 2019 newsletter

March 2019 Newsletter

  • New Guide:   What is Early Childhood Development? A Guide to the Science
  • Training Opportunity:   Science-Based Innovation Training: Reimagining Program Development & Evaluation
  • Further Reading:   The Science of Self-Regulation

View March 2019 newsletter

February 2019

February 2019 Newsletter

  • New Infographic:   What is epigenetics? And how does it relate to child development?
  • Congressional Testimony:   How will the U.S. family separation policy affect children’s development?
  • New Translations:   Bulgarian, Serbian, and more!

View February 2019 newsletter

January 2019

January 2019 Newsletter

  • Fact Sheet:   Five Facts About Motivation That Are Often Misunderstood
  • Applying the Science of Motivation:   Implications for Caregivers, Parents, Policymakers, and Public Systems
  • Exploring the Science: Interactive Brain Graphic

View January 2019 newsletter

December 2018

December 2018 Newsletter

  • New Paper:   Understanding Motivation: Building the Brain Architecture That Supports Learning, Health, and Community Participation
  • Innovation in Action:   Alberta Family Wellness Initiative
  • Get Involved:   Djokovic Science & Innovation Fellowship

View December 2018 newsletter

November 2018

November 2018 Newsletter

  • New Resource:   Executive Function Guide
  • IDEAS Impact Framework:   Fast-Cycle Iteration in Action
  • Get Involved:   Register Now for the Next Science-Based Innovation Training

View November 2018 newsletter

October 2018

October 2018 Newsletter

  • New Resource:   Toxic Stress Guide
  • IDEAS Impact Framework:   Co-Creation in Action
  • Media Coverage: The quest to find biomarkers for toxic stress, resilience in children—A Q&A with Jack Shonkoff

View October 2018 newsletter

September 2018 Newsletter

  • New Content & Infographic: ACEs and Toxic Stress: Frequently Asked Questions
  • Free Online Course:   The Best Start in Life: Early Childhood Development for Sustainable Development

May 2018 Newsletter

  • New Cohort of Change Agents: 2018-19 Djokovic Fellows
  • New Presentation:   Center Director Jack Shonkoff on “Protecting Brains, Stimulating Minds: The Early Roots of Success in School”
  • Media Coverage:   The Urban Design Project Sneaking Puzzles and Hopscotch into Abandoned Lots- Quartz

March 2018 Newsletter

  • FOI Project Spotlight: Urban Thinkscape
  • New Practitioner Guide: Building the Core Skills Youth Need for Life: A Guide for Education and Social Service Practitioners
  • Media Coverage: For Refugee Children, War Zone Trauma Proves Lasting and Toxic- Financial Times

View March 2018 newsletter

January 2018

January 2018 Newsletter

  • New Video: Building Core Capabilities for Life
  • New Web Content: Frontiers of Innovation Projects Graphic
  • New Translations: French & Mandarin

View January 2018 newsletter

October 2017

October 2017 Newsletter

  • New Policy & Practice Report:   3 Principles to Improve Outcomes for Children and Families
  • New Translations:   Spanish and Arabic Resources
  • Future Leader Q&A: Djokovic Science and Innovation Fellow: Sonia Alves

V iew October 2017 newsletter

September 2017

September 2017 Newsletter

  • New Practitioner Tool:   Building the Skills Adults Need for Life
  • New Translations:   Spanish and Portuguese Resources
  • Media Coverage:   How Poverty Affects the Brain-  Nature 

View September 2017 newsletter

June 2017 Newsletter

  • New Practitioner Tool:   5 Steps for Brain-Building “Serve and Return”
  • Future Leader Q&A:   Djokovic Science and Innovation Fellow: Joshua Jeong
  • Media Coverage:   A New Understanding of the Childhood Brain-  The Atlantic 

View June 2017 newsletter

May 2017 Newsletter

  • New Fellows:   Introducing Djokovic Science and Innovation Fellows
  • New Content:   Latin American Innovation Clusters
  • Media Coverage:   Interview with Jack P. Shonkoff, M.D. – ABC News (Australia) 

View May 2017 newsletter

December 2016

December 2016 Newsletter

  • New Brief:   8 Things to Remember about Child Development
  • Science:   What Is the JPB Research Network on Toxic Stress?
  • New Fellowship: Investing in a New Generation of ECD Researchers

View December 2016 newsletter

October 2016

October 2016 Newsletter

  • New Report:   Applying the Science of Child Development in Child Welfare Systems
  • Innovation in Action:   How the Center Approaches Innovation
  • New Translations: The Brain Architecture Game: Now in Spanish and Portuguese

View October 2016 newsletter

July 2016 Newsletter

  • New Video:   The Case for Science-Based Innovation in Early Childhood
  • Innovation in Action:   Building Families’ Skills to Move Out of Poverty
  • New Research: From Best Practices to Breakthrough Impacts: Key Findings

View July 2016 newsletter

May 2016 Newsletter

  • New Report:   From Best Practices to Breakthrough Impacts
  • New Video:   Intergenerational Mobility Project
  • Media Coverage: “Bringing Brain Science to Early Childhood” – The Atlantic

View May 2016 newsletter

  • New Report: Building Core Capabilities for Life
  • New Tool: The Brain Architecture Game
  • New Video: Ready4Routines

View March 2016 newsletter

December 2015

December 2015 Newsletter

  • Frontiers of Innovation Community Spotlight: Meeting Mothers’ Basic Needs and Supporting Mental Health to Strengthen Parenting
  • Professional Development: Early Childhood Health Training Module
  • Website Update: You Clicked; We Listened: Website Survey

View December 2015 newsletter

September 2015

September 2015 Newsletter

  • Announcement: New Center website
  • New Resource: Tipping the Scales: The Resilience Game
  • Innovation Spotlight: Projects innovating to change child outcomes

View September 2015 newsletter

June 2015 Newsletter

  • New Video: Early Childhood Mental Health
  • Resources in Spanish: InBriefs and Videos

View June 2015 newsletter

April 2015 Newsletter

  • New Videos:   Resilience Series
  • New Brief:   The Science of Resilience
  • Fellowships: 2015-16 Julius B. Richmond Fellowship Recipients

View April 2015 newsletter

March 2015 Newsletter

  • New Working Paper:   Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience
  • Retrospective:   A Decade of Science Informing Policy

View March 2015 newsletter

September 2014

September 2014 Newsletter

  • Activities Guide:  Enhancing and Practicing Executive Function Skills
  • Training Module:  Building Brain Architecture

View September 2014 newsletter

June 2014 Newsletter

  • Innovation in Action:  Using Science to Coach Caregivers
  • New Web Content: Key Concepts in the Science of Child Development and Innovation
  • 2014-15 Julius B. Richmond Fellowships: Harvard Graduate Students Awarded Dissertation Research Grants
  • Video en Español:  Brain Hero Now Available in Spanish

View June 2014 newsletter

March 2014 Newsletter

  • Innovation in Action: Building the Capabilities of Home-Based Child Care Providers
  • Interactive Feature: The Spectrum of Neglect: Four Types of Unresponsive Care
  • Updated Working Paper:  Excessive Stress Disrupts the Architecture of the Developing Brain
  • TEDxBeacon Street: Using Brain Science to Create New Pathways Out of Poverty

View March 2014 newsletter

December 2013

December 2013 Newsletter

  • New Video: The Science of Neglect
  • Feature Article: Pushing Toward Breakthroughs: Using Innovative Practice to Address Toxic Stress
  • Interactive Feature: Driving Science-Based Innovation in Policy and Practice: A Logic Model
  • New Translation: Building Adult Capabilities Video Now Available in Portuguese

View December 2013 newsletter

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Congress approves construction of 14 more military child care centers

child development new project

Responding to the clarion call for more child care availability across the services, lawmakers have authorized construction of 14 more military child development centers — in addition to the two that were requested by the military services.

Funding for the 16 projects totals about $284 million, more than three times the Biden administration’s request of $88 million for two child development center projects.

Funds for the extra 14 are in the agreement reached by the House and Senate, and passed by both. The legislation is now awaiting President Joe Biden’s signature. If he signs the fiscal 2023 national defense authorization bill into law, congressional appropriators must still provide the actual funding for the projects, and it’s not clear whether they will do so.

The 14 additional child development centers are:

Army : Camp Bull Simons , Florida; Fort Gordon, Georgia; Fort Bragg, North Carolina; and a child development center planning and design fund for “unspecified worldwide locations.” This is in addition to the Army’s request for a child development center at Fort Polk, Louisiana.

Marine Corps : Camp Pendleton, California.

Navy : Portsmouth Naval Shipyard, Maine; Naval Air Station Oceana, Virginia; Naval Station Norfolk; and “unspecified worldwide locations.” This is in addition to the Navy’s request for a child development center at Naval Base Point Loma Annex, California.

Air Force : Luke Air Force Base, Arizona; Scott Air Force Base; Illinois; Wright-Patterson Air Force Base, Ohio; Joint Base San Antonio-Randolph, Texas; and “unspecified worldwide locations.”

In many cases, the funds are for initial planning and design of the centers; and these centers aren’t built quickly — it generally takes five years in the military construction process. But in some cases, such as Camp Pendleton, Scott AFB, JB San Antonio-Randolph and Wright-Patterson AFB, the authorizations are for the full projected cost.

“The additional authorizations are good for allowing the CDCs to grow as needed to adapt to the long wait lists for child care, especially as it can take several years for one to be built and appropriately staffed,” said Caitlin Hamon, deputy director of government relations for the National Military Family Association. “However there is still concern with how the services will adapt over the next five years it takes for the new child development centers to be built, as well as whether appropriations will include funding for these centers.

“Given that child care issues can influence a family’s decision to leave the military, we appreciate that Congress has recognized this as a readiness issue and is being proactive about addressing the problem,” she said.

child development new project

How bad is the lack of child-care? Ask these Florida military families

The 7th special forces group families' child care crisis "is endemic of the retention and recruiting problem we’re having right now.".

For years, service members in many locations have struggled with finding affordable, good quality child care for their children, with long wait lists in a number of locations. It has been exacerbated during the COVID-19 pandemic, which affected the availability of child care in the civilian community, too.

And for a number of years, lawmakers have chastised military officials for not asking for funding to build more CDCs, which are trusted by military families to provide the high-quality, safe care they want for their children.

Problems also extend to the condition of the child development centers. One provision of authorization bill, included by Rep. Jackie Speier, D-Calif., chair of the House Armed Services subcommittee on military personnel, requires the military services to invest in maintenance of child development centers. The services must spend no less than 1% of the estimated replacement cost for their total inventory of child development centers in fiscal 2023 on facilities sustainment, restoration and modernization.

The Defense Department and the services have taken steps to expand available child care options for service members, such as child care fee assistance for those who use child care in the civilian community. Speier included a provision in the policy bill that requires the military services to implement a promotion campaign to raise awareness of the child care fee assistance options, including the in-home child care fee assistance pilot program that helps service members who want to hire nannies and other in-home child care providers.

The bill also requires defense officials to brief lawmakers on the feasibility of expanding that in-home child care pilot program to include au pairs.

The policy bill sent to the president also:

♦ Authorizes a pilot program to provide reimbursement — as part of travel expenses during a PCS move — for a child care provider when child care isn’t available at a CDC within 30 days of the service member’s arrival at a new duty station. The provision defines the designated child care provider as an adult selected by a service member to provide child care to that service member’s dependent child. The reimbursement would be up to $500 for expenses related to a reassignment within the continental U.S.; and up to $1,500 for a duty station outside the continental U.S.

♦ Requires a pilot program to hire special needs inclusion coordinators at child development centers, based on the number of military children enrolled in the Exceptional Family Member Program at the installation and the number of children with special needs enrolled in the center.

♦ Requires a study on compensation for child care employees at child development centers, as well as study to identify the median child care costs at accredited child care programs in communities where on-base child care facilities have limited availability or where no child care facilities are available on the installation.

♦ Extends the parent fee discount to child care employees, and would authorize child care fee reductions for children of military CDC employees. In October, DoD officials standardized a minimum 50 percent discount for the first child of child care workers providing direct care, to help attract more staff and to increase child care capacity.

Karen has covered military families, quality of life and consumer issues for Military Times for more than 30 years, and is co-author of a chapter on media coverage of military families in the book "A Battle Plan for Supporting Military Families." She previously worked for newspapers in Guam, Norfolk, Jacksonville, Fla., and Athens, Ga.

In Other News

child development new project

Air Force recruiting rebounds while Army, Navy still struggle

Air force recruiting boss brig. gen. christopher amrhein said tuesday he is “cautiously optimistic” about staying on track for the rest of the year..

child development new project

Marine Corps won’t consider allowing hands in pockets for now

The navy now allows sailors to stick their hands in their uniform pockets, but the marine corps is not planning to follow suit anytime soon..

child development new project

Texas to build 80-acre border base for National Guard troops

Troops are scattered around the area, living in tents, hotels and private residences, texas gov. greg abbott said..

child development new project

Some traumatic brain injuries linked to increased risk of brain cancer

Concussions were not found to increase brain cancer risk..

child development new project

Armor school chief hopes new Bradley crew field will breed ‘expertise’

Army times spoke with the armor branch chief about the new field..

The Foundation for Child Development

This page was retrieved from https://www.fcd-us.org/young-scholars-program/meet-the-young-scholars/.

  • Meet the Young Scholars

child development new project

  • YSP Advisory Committee
  • YSP Spotlight
  • Meet the Promising Scholars
  • Promising Scholars FAQs
  • YSP Webinar Resources

The Foundation for Child Development’s Young Scholars Program (YSP) supports the next generation of researchers whose scholarship has the potential to improve children’s well-being and make a positive impact on policy and practice.

Currently, YSP supports implementation research that is policy and practice-relevant and that examines the preparation, competency, compensation, well-being, and ongoing professional learning of the ECE workforce. Previously, the focus of YSP concentrated on the learning and development needs of children within immigrant families (YSP Cohorts 1-12).

The Foundation is proud to support the research of all the Young Scholars. To learn more about their important work, please see the profiles below of previous and current Young Scholars.

2023 Young Scholars (Cohort 19)

Anna Lees

Anna Lees, Ed.D.

Associate Professor Woodring College of Education Western Washington University

Project Title: Land and Culture Based Indigenous Language Curriculum: Teacher Development and Child Assessment in a Coast Salish Tribal Nation Early Learning Program

Morgan Faison

Morgan Faison, Ph.D.

Clinical Associate Professor College of Education University of Georgia

Project Title: “Growing Our Own”: A Mixed Methods Study of Black Youths in High School Early Childhood Education Career Pathway Programs

Cristina Medellin-Paz

Cristina Medellin-Paz, Ph.D.

Associate Director Straus Center for Young Children & Families Bank Street College of Education

Project Title: Lifting the Voices of Latina Family Child Care Providers: Using Mixed Methods to Learn How They Navigate Higher Education in their Pursuit of a Child Development Associate Credential

2022 Young Scholars (Cohort 18)

Ingrid Anderson

Ingrid Anderson, Ed.D.

Associate Professor of Practice, Department of Curriculum and Instruction, College of Education  Portland State University

Project Title:   Indigenous First Steps: Students, Family, Culture, Community (IFS-FCC)

Evandra Catherine

Evandra Catherine, Ph.D.

Assistant Professor, Mary Lou Fulton Teachers College Early Childhood Education Department, Teacher Preparation Division Arizona State University

Project Title:  A Mixed-Methods Approach to Describe the Implementation of Cultural Approaches During Classroom-Focused Early Childhood Mental Health Consultation 

Zoelene Hill

Zoelene Hill, Ph.D.

Research Scientist New York Academy of Medicine 

Project Title:   Having Their Say: What Programs and Policies Do Unlisted Home-Based Child Care Workers Want to Support Their Work With Young Children?

Jayanti Owens

Jayanti Owens, Ph.D.

Assistant Prof of Organizational Behavior  Yale School of Management Yale University

Project Title:   What Drives Racial/Ethnic Disparities in School Discipline? Understanding Mechanisms to Inform Policy and Program Solutions

2021 Young Scholars (Cohort 17)

child development new project

Alexandra Figueras-Daniel, Ph.D.

Associate Director, Straus Center for Young Children & Families Bank Street College of Education

Project Title:   Improving Dual Language Teaching for Spanish Speakers: Evaluating a Professional Learning System That Elevates Latina Teacher Voices

child development new project

Thomas Goldring, Ph.D.

Director of Research, Georgia Policy Labs Georgia State University 

Project Title: Pathways Into the Early Care and Education Workforce: The Role of Various Credentials in Facilitating the Supply and Placement of Early Care and Education Professionals

child development new project

Shana E. Rochester, Ph.D.

Research Associate, Sherman Center for Early Learning in Urban Communities  University of Maryland, Baltimore County

Project Title:   The Diverse Books Project 2.0: Supporting Early Care and Education Teachers’ Use of Multicultural Books through University-Based Research-Practice Partnerships

2020 Young Scholars (Cohort 16)

child development new project

Vanessa Rodriguez, Ed.D.

Assistant Professor, Department of Population Health  New York University School of Medicine 

Project Title: Using Mixed Methods to Explore Teacher Social and Emotional Learning, its Relationship to Classroom Practice, and the Implementation of Pre-K Professional Development

child development new project

Bonnie Solomon, Ph.D.

Research Scientist, Education Research Program Child Trends

Project Title: Examining Implementation of a Statewide Ban on Suspension and Expulsion in Early Childhood: Implications for Early Care and Education Workforce Supports

child development new project

Angie Zapata, Ph.D.

Associate Professor, Department of Learning, Teaching and Curriculum University of Missouri-Columbia

Project Title:  Teacher and Researcher Collaborative Inquiry as Ongoing Professional Development: Improving Early Childhood Experiences In Racially, Linguistically, and Ethnically Complex Missouri Classrooms

2018 Young Scholars (Cohort 15)

child development new project

R. Gabriela Barajas-Gonzalez, Ph.D.

Assistant Professor, Department of Population Health New York University School of Medicine

Project Title: Navigating Uncertainty: Understanding the Impact of Immigration-Related Stressors on the Well-being and Work of Pre-K-3 rd Grade Teachers and Social Workers Working with Immigrant Families

child development new project

Jennifer Wallace Jacoby, Ed.D.

Class of 1929 Dr. Virginia Apgar Assistant Professor of Education Mount Holyoke College

Project Title: The Other Teachers in the Room: Foregrounding the Roles and Contributions of Assistant Teachers in Early Childhood Classrooms

child development new project

Kelly Purtell, Ph.D.

Assistant Professor, Department of Human Sciences The Ohio State University

Project Title: The Role of Center Directors in Producing High Quality Preschool Experiences for Young Children

2017 Young Scholars (Cohort 14)

child development new project

Anna Johnson, Ph.D.

Assistant Professor, Department of Psychology Georgetown University

Project Title: Understanding Publicly Funded Early Care and Education Workforce Supports and Well-being: Implications for Vulnerable Children’s School Readiness

child development new project

Michelle Maier, Ph.D.

Research Associate MDRC

Project Title: What Matters Most for Teachers and Young Children? An Examination of Teacher Practices, Child Outcomes, and Teacher Professional Development in Low-income Preschool Programs

child development new project

Jaime Puccioni, Ph.D.

Assistant Professor, Department of Literacy Teaching & Learning University at Albany, State University of New York

Project Title: Estimating the Differential Impact of Preschool Teachers’ Outreach Efforts on Measures of School Readiness for Children from Economically Disadvantaged Backgrounds: The Mediating Role of Parental Involvement

2016 Young Scholars (Cohort 13)

child development new project

North Cooc, Ed.D.

Assistant Professor, Department of Special Education The University of Texas at Austin

Project Title: The Role of Early Childhood Teacher Qualifications and Kindergarten Transition Practices in the Developmental Trajectories of Young Children with Disabilities

child development new project

Michael Gottfried, Ph.D.

Associate Professor, Gevirtz Graduate School of Education University of California, Santa Barbara

Project Title: The Role of Full-Day Kindergarten for Children with Disabilities: Effects on Achievement and Socioemotional Development Read More.

Gottfried, M.A. (2017). Does Absenteeism Differ for Children with Disabilities in Full-Day versus Part-Day Kindergarten? Journal of Education for Students Placed at Risk , 22 , 260-281.

Abstract: Almost no research has examined full-day versus part-day kindergarten for children with disabilities, and nothing is known about how these settings link to differences in children’s school absences. This is concerning, given that children with disabilities have higher absence rates compared to children in the general population. To address this gap, this study examined a national dataset of kindergartners and inquired into whether going to full- versus part-day kindergarten predicted differences in absences. Children with disabilities in full-day kindergarten had more total school absences as well as a higher chance of being chronically absent compared to those children in part-day kindergarten. However, the size of this association was reduced for children in lower-SES families and for boys. There were no differences in kindergarten type by disability category. Policy implications are discussed in terms of how early educational settings can be most supportive, and for whom.

Additional Resources:

Gottfried, M.A., & Ansari, A. (in press). Raising the Bar: Teaching Kindergartners with Emotional and Behavioral Disabilities and Teachers’ Readiness Expectations. Early Childhood Research Quarterly .

Gottfried, M.A. (in press). Are Today’s Students with Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers. Exceptional Children.

Gottfried, M.A., & Sublett, C. (in press). Older Versus Younger: The Role of Kindergarten Entry Age for Students who Begin Kindergarten with Disabilities. Teachers College Record.

Gottfried, M.A. (2018). Teacher’s Aides in Kindergarten: Effects on Achievement for Students with Disabilities. The Journal of Educational Research , 5 , 620-630.

Gottfried, M.A., & Little, M. (2018). Full- Versus Part-Day Kindergarten for Children with Disabilities: Effects on Executive Function Skills. Early Education and Development , 29 , 288-305.

  Close.

child development new project

Carola Oliva-Olson, Ph.D.

Associate Professor, Early Childhood Studies California State University, Channel Islands

Project Title: Early Childhood Classroom Quality Assessment for Dual Language Learners: Implications for Improving Teaching Practices

child development new project

Holly Schindler, Ph.D.

Associate Professor, College of Education University of Washington

Project Title: Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-Based Video-Coaching Program for Mexican American Fathers

2014 Young Scholars (Cohort 12)

child development new project

Justin Denney, Ph.D.

Associate Professor, Sociology Washington State University 

Project Title: Food Insecurity in Neighborhood Context: Investigating Disparities Among a Racially Diverse Sample of Young Children Read More.

Denney, J.T., Kimbro, R.T., & Sharp, G. (2018). Neighborhoods and Food Insecurity in Households with Young Children: A Disadvantage Paradox? Social Problems, 65 (3), 342 – 359.

Abstract: In the United States, more than 1 in 5 households with children are unable to access and provide adequate food for a healthy, active lifestyle. We argue that the contribution of local context for food insecurity risk has largely been overlooked in favor of focusing on individual family characteristics, and that this is problematic given that mitigating food insecurity may be a communal process. We examine the relevance of neighborhood contributors to food insecurity among children, utilizing geocoded and nationally-representative data from the ECLS-K: 2010-2011 kindergarten cohort. We find little evidence that neighborhood socioeconomic, food retail, or social services characteristics directly impact food insecurity risk. However, our results reveal that family and neighborhood socioeconomic characteristics combine to impact food insecurity in ways consistent with a disadvantage paradox. As neighborhood concentrated disadvantage increases, higher-SES families’ risk of food insecurity increases, but lower-SES families’ risk decreases. This paradox is not explained by a higher concentration of social service organizations in more disadvantaged neighborhoods, and we theorize that impoverished families with children may share information and resources in disadvantaged communities to avoid food insecurity. Close.

child development new project

Kevin Gee, Ed.D.

Associate Professor, School of Education  University of California, Davis 

Project Title: The Impact of Food Security Status on Children’s Developmental Outcomes: Examining Differences Across Diverse Racial/Ethnic and Income Groups Read More.

Gee, K. A. (2017). Growing Up with A Food Insecure Adult: The Cognitive Consequences of Recurrent Versus Transitory Food Insecurity Across the Early Elementary Years. Journal of Family Issues. 39 (8): 2437-2460.

Abstract: To investigate how kindergarteners cognitively developed in a family with an adult who experienced recurrent versus transitory food insecurity, a sample of 1,040 kindergarteners (mean age = 5.6 years) from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 was analyzed using multilevel growth modeling. Results indicated that kindergarteners from homes with an adult who experienced recurrent food insecurity (twice within a 24-month period; n  = 490) initially had slower growth in reading relative to their counterparts who were in homes with an adult who was food insecure only once over the same time period ( n  = 550). However, this initial disadvantage diminished over time. As a result, the recurrent group’s reading trajectory converged with that of their transitory peers by second grade. These findings highlight the value of adopting more temporal view of food insecurity and its developmental consequences.

Gee, K. A. & Asim, M. (2019). Parenting While Food Insecure: Links between Adult Food Insecurity, Parenting Aggravation and Children’s Behaviors. Journal of Family Issues. In press.

child development new project

Ramón A. Martínez, Ph.D.

Assistant Professor, School of Education Stanford University 

Project Title: Exploring and Expanding Multilingual Students’ Linguistic Repertoires Read More.

Martínez, R. A., Durán, L., & Hikida, M. (2017). Becoming “Spanish learners”: Identity and interaction among multilingual children in a Spanish-English dual language program.  International Multilingual Research Journal, 11 (3), 167-183.

Abstract: This article explores the interactional co-construction of identities among two first grade students who were learning Spanish as a third language in a Spanish-English dual language classroom. Drawing on ethnographic and interactional data from a larger study of language and ideology in a dual language elementary school program, the article focuses on a single interaction between these two “Spanish learners” and two of their Spanish-speaking classmates that took place within the context of a classroom read-aloud.  Analysis was informed by what Erickson (2004) calls the ethnographic microanalysis of social interaction — the combination of ethnographic observation and a close analysis of the details of talk.  Building on a framework articulated by Bucholtz and Hall (2005), special attention was devoted not only to closely examining the sequential organization of talk, but also to identifying the particular linguistic resources that speakers recruited in their conversational turns and how these functioned to index particular identities.  Findings showcase the interactional mechanisms by which these students’ identities were variously asserted, contested, and negotiated in everyday classroom talk.  The paper ends by offering implications and raising further questions with respect to the implementation of dual language education for multilingual students.

Martínez, R. A., Durán, L., & Hikida, M. (Forthcoming, 2019). Where translanguaging meets academic writing: Exploring tensions and generative connections for bilingual Latina/o/x students. In I. G. Sánchez & M. F. Orellana (Eds.), Everyday learning: Leveraging non-dominant youth language and culture in schools.  New York: Routledge.

Martínez, R. A. & Martinez, D. C. (Forthcoming, 2019). Chicanx and Latinx students’ linguistic repertoires: Moving beyond essentialist and prescriptivist perspectives. In J. MacSwan & C. Faltis (Eds.),  Critical perspectives on codeswitching in classroom settings: Language practices for multilingual teaching and learning . New York: Routledge.

Martínez, R. M., Hikida, M., & Durán, L. (2019). Translanguaging and the transformation of classroom space: On the affordances of disrupting linguistic boundaries.  In M. Pacheco & P. Z. Morales (Eds.),  Transforming schooling for second language learners: Policies, pedagogies, and practices (pp. 181-198).   Charlotte, NC: Information Age Publishing.

Hikida, M. & Martínez, R. A. (2019). Languaging, race, and (dis)ability: Discerning structure and agency in classroom interaction. In R. Beach and D. Bloome (Eds.),  Languaging relations across social worlds: Retheorizing the teaching and learning of literacy and the language arts (pp. 69-90) .  New York: Routledge.

Martínez, R. A. (2018).Beyond the “English learner” label: Recognizing the richness of bi/multilingual children’s linguistic repertoires.  The Reading Teacher, 71 (5), 515-522.

Martínez, R. A. (2018). Intersectionality and possibility in the lives of Latina/o/x children of immigrants: Imagining pedagogies beyond the politics of hate.  Bank Street College of Education Occasional Paper Series, 2018  (39).

Martínez, R. A. (2017). Dual language education and the erasure of Chicanx, Latinx, and indigenous Mexican children: A call to re-imagine (and imagine beyond) bilingualism.  Texas Education Review, 5 (1), 81-92.

Durán, L., Hikida, M. & Martínez, R. A.(2017). Beyond bilingual: Including multilingual students in dual language programs.  Rethinking Bilingual Education (pp. 186-192). Milwaukee, WI: Rethinking Schools.

Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging.  International Multilingual Research Journal, 9 (1), 26-42. Close.

child development new project

Kristine M. Molina, Ph.D.

Assistant Professor, Psychology University of Illinois at Chicago

Project Title: The Effects of Discrimination on Social, Academic, and Mental Health Outcomes of Puerto Rican Children: An Inter-Generational and Multi-Wave Study

child development new project

Kristin Turney, Ph.D.

Associate Professor, Department of Sociology University of California, Irvine

Project Title: The Developmental Trajectories of Children with Incarcerated Fathers: The Role of Families, Schools, and Neighborhoods Read More.

Turney, K. (2017). The unequal consequences of mass incarceration for children. Demography , 54 , 361-389.

Abstract: A growing literature has documented the mostly deleterious intergenerational consequences of paternal incarceration, but less research has considered heterogeneity in these relationships. In this article, I use data from the Fragile Families and Child Wellbeing Study (N = 3,065) to estimate the heterogeneous relationship between paternal incarceration and children’s problem behaviors (internalizing behaviors, externalizing behaviors, and early juvenile delinquency) and cognitive skills (reading comprehension, math comprehension, and verbal ability) in middle childhood. Taking into account children’s risk of experiencing paternal incarceration, measured by the social contexts in which children are embedded (e.g., father’s residential status, poverty, neighborhood disadvantage) reveals that the consequences-across all outcomes except early juvenile delinquency-are more deleterious for children with relatively low risks of exposure to paternal incarceration than for children with relatively high risks of exposure to paternal incarceration. These findings suggest that the intergenerational consequences of paternal incarceration are more complicated than documented in previous research and, more generally, suggest that research on family inequality consider both differential selection into treatments and differential responses to treatments.

Haskins, A. & Turney, K. (2017). “The Demographic Landscape and Sociological Implications of Parental Incarceration for Childhood Inequality.” Pp. 9 – 28 in C. Wildeman, A. Haskins, and J. Poehlmann-Tynan (Eds.), When Parents are Incarcerated: Interdisciplinary Research and Interventions to Support Children. Washington, DC: American Psychological Association Press.

Turney, K. (2017). Unmet Health Care Needs among Children Exposed to Parental Incarceration. Maternal and Child Health Journal, 21 , 1194 – 1202.

Turney, K. & Adams, B. L. (2016). “Considering Risk and Resiliency among Children of Incarcerated Parents.” Pp. 41-51 in Boys and Men in African American Families, edited by L. M. Burton, D. Burton, S. M. McHale, V. King, and J. Van Hook. Boys and Men in African American Families. New York: Springer.

2013 Young Scholars (Cohort 11)

child development new project

Cecilia Ayón, Ph.D.

Associate Professor, Public Policy University of California, Riverside

Project Title: ¿Tú de Donde Eres?: Latino Immigrant Families’ Efforts to Resist Discrimination Read More.

Ayón, C. (2016).  Talking to children about race, inequality, and discrimination: Raising families in an anti-immigrant political environment.  Journal of the Society for Social Work Research, 7 (3), 449-477.

Abstract: The passage of several anti-immigrant policies has been linked to heightened levels of discrimination for the Latino immigrant community. Many children are likely to be affected, considering that 10 million children in the United States are children of Latino immigrants. Informed by the ecodevelopmental framework, this study examines parent-child interactions concerning race, inequality, and discrimination. Method: This study uses in-depth qualitative interviews with Latino immigrant parents (N = 54), a majority of them women (79.6%, SD = 6.47) with on average 3 children (SD = 1.42). Constructivist grounded theory methods are used to complete the analysis. A constant comparative approach is used while completing initial, focused, and axial coding. Multiple steps are taken to support the trustworthiness of the study. Results: Findings indicate that parents use a range of messages to support their children as they are faced with issues of race, inequality, and discrimination. Parents (a) comfort their children to ensure their safety; (b) educate their children about nativity and documentation status; c) encourage children to adapt and expect discrimination; (d) reinforce negative stereotypes; (e) model advocacy and advise children to advocate for their themselves and others; (f) build children’s ethnic pride; and (g) talk to their children about the value of diversity and empathy. Consistent with the ecodevelopmental framework, Latino parents play a critical role in children’s understanding and processing of their experiences with discrimination. Implications for practice, policy, and research are discussed.

Ayón, C., Tran, A.G.T.T., & Nieri, T. (2019). Ethnic racial socialization practices among Latino immigrant parents: A latent profile analysis. Family Relations, 68, 246-259.

Ayón, C. & Garcia, S.J. (2019). Latino Immigrant Parents Experiences with Discrimination: Implications for Parenting in a Hostile Immigration Policy Context. Journal of Family Issues, 40 (6) 805 – 831. DOI: 10.1177/0192513X19827988

Ayón, C. (2018). Latino Immigrant Family Socialization (LIFS) scale: Development and validation of a multi-dimensional ethnic-racial socialization measurement. Social Work, 63 (3), 222-233. doi: 10.1093/sw/swy016.

Ayón, C., Messing, J.T., Gurrola, M., & Valencia-Garcia, D. (2018). The oppression of Latina mothers: Experiences of exploitation, violence, marginalization, cultural imperialism and powerlessness in their everyday lives. Violence Against Women, 24 (8) 879 -900.

Ayón, C. & Ojeda, I., & Ruano, E. (2018).  Para que no se olviden de donde vienen: Cultural Socialization Practices Among Latino Immigrant Families within a Restrictive Immigration Socio-Political Context. Children and Youth Services Review, 88, 57-65.

Ayón, C., Wagaman, M.A., & Philbin, S.P. (2018). No te dejes pisotear por nadien: Examining Latino immigrants’ efforts to resist discrimination. Journal of Social Service Research, 44 (1), 78-95 .

Ayón, C. (2017a). Vivimos en jaula de oro: The impact of state level legislation on immigrant Latino families. Journal of Immigration and Refugee Studies, 16 (4), 351-371. http://​dx​.doi​.org/​1​0​.​1​0​8​0​/​1​5​5​6​2​9​4​8​.​2​0​1​7​.​1​3​0​6​151

Ayón, C., Valencia-Garcia, D., & Kim, S.H. (2017). Latino immigrant families and restrictive immigration climate: Perceived experiences with discrimination, threat to family, social exclusion, children’s vulnerability and related factors. Race and Social Problems, 9 (4), 300-312.

Ayón, C. & Philbin, S.P. (2017). Tú no eres de aquí: Latino Children’s experiences of institutional and interpersonal discrimination, and microaggressions. Social Work Research, 41 (1), 19-30.

Williams, J.H. (2017). Supporting Quality Research across the Profession, Social Work Research. https://​doi​.org/​1​0​.​1​0​9​3​/​s​w​r​/​s​v​x​021

Valencia-Garcia, D., Bi, X., & Ayón, C. (2017). Sensitivity and specificity in three commonly used depression measures: Results from a Latina sample. Journal of Immigrant and Minority Health, 19, 562-571. doi:10.1007/s10903-016-0512-1

Ayón C. (2017b). Perceived Immigration Policy Effects Scale: Development and validation of a scale on the impact of state-level immigration policies on Latino immigrant families. Hispanic Journal of Behavioral Sciences, 39 (1), 19-33.

Philbin, S.P. & Ayón, C. (2016). Luchamos por nuestros hijos : Latino immigrant parents strive to protect their children from the deleterious effects of anti-immigration policies. Children and Youth Services Review, 63, 123-135 . doi:10.1016/j.childyouth.2016.02.019

Rubio-Hernandez, S.P. & Ayón, C. (2016).  Pobrecitos los Niños : The emotional impact of anti-immigration policies on Latino youth. Children and Youths Services Review, 60, 20-26 . doi: 10.1016/j.childyouth.2015.11.013 Close.

child development new project

Kalina Brabeck, Ph.D.

Associate Professor, Counseling, Educational Leadership, and School Psychology Rhode Island College

Project Title: An Exploratory Study of the Experiences of US-Born Children in Latino Immigrant Families Read More.

Brabeck, K.M., Sibley, E., Taubin, P. & Murcia, A. (2015). The influence of immigrant parent legal status on U.S.-born children’s academic abilities: The moderating effects of social service use. Applied Developmental Science, 20 (4), 237-249.

Abstract: The present study investigated the relationship between immigrant parent legal status and academic performance among U.S.-born children, ages 7 – 10. Building on previous research and a social ecological framework, the study further explored how social service use moderates the relationship between parent legal status and academic performance. Participants included 178 low-income, urban parent/child dyads; all parents were immigrants from Mexico, Central America, or the Dominican Republic and all children were U.S.-born citizens. Using a standardized academic assessment as the outcome, parent legal vulnerability was a significant negative predictor of children’s academic performance on reading, spelling, and math subtests. Additionally, parent use of social services significantly and positively moderated the relationship between parent legal vulnerability and children’s word reading and spelling skills, indicating that social service use can serve as a protective buffer against the negative associations between parental unauthorized status and child achievement.

Brabeck, K.M. & Sibley, E. (2016). Immigrant parent legal status, parent-child relationships, and child social emotional wellbeing: A middle childhood perspective. Journal of Child & Family Studies, 25 (4), 1155-1167.

Brabeck, K.M., Sibley, E. & Lykes, M.B. (2015). Situating immigrant parents’ legal vulnerability within family contexts: The importance of exosystem factors for understanding immigrant families. Hispanic Journal of Behavioral Sciences, Hispanic Journal of Behavioral Sciences, 38 (1), 3-30. Close.

child development new project

Catherine DeCarlo Santiago, Ph.D.

Associate Professor, Clinical Psychology Loyola University Chicago

Project Title: Protective Processes Among Immigrant Families: The Impact of Family Coping on Mexican-Origin Children Read More.

Santiago, C.D., Distel, L.M., Ros, A.M., Brewer, S.K., Torres, S.A., Papadakis, J.L., Fuller, A.K., & Bustos, Y. (2018). Mental health among Mexican-origin immigrant families: The roles of cumulative sociodemographic risk and immigrant-related stress. Race and Social Problems, 10, 235-247.

Abstract: The current study examined the unique effects of cumulative sociodemographic risk and immigrant-related stress on mental health symptoms among Mexican-origin immigrant parents and their school-age children. Further, this study tested whether the effects of cumulative sociodemographic risk and immigrant-related stress on child mental health were mediated by parent mental health. Participants included 104 Mexican-origin immigrant families. Families in the study had a child between the ages of 6 and 10 ( M age = 8.39; 61% female). Data were collected across three time points spaced 6 months apart. Immigrant-related stress was found to predict parent mental health, which in turn predicted child mental health. Cumulative sociodemographic risk did not predict parent or child mental health. Mental health symptoms generally decreased over time, but for children, change in mental health symptoms depended on parent mental health symptoms. Given the high levels of mental health symptoms among Mexican-origin parents and children, reducing a context of stress and promoting mental health interventions for Mexican-origin immigrants is critical. Close.

child development new project

Amy L. Non, Ph.D.

Associate Professor, Anthropology University of California, San Diego

Project Title: Biological Embedding of Stress in Children of Mexican Immigrants Read More.

Non, A.L., León-Pérez G., Glass H., Kelly E., Garrison, N.A. (2017). “Stress across generations: A qualitative study of stress, coping, and caregiving among Mexican immigrant mothers.” Ethnicity and Health,  1-17.

Abstract: Hispanic immigrants represent the largest and fastest growing ethnic minority within the US, justifying increased attention to identify factors that influence declining immigrant health across generations. This study investigates the range of psychosocial stress exposures and coping mechanisms of Mexican immigrant mothers, and implications for the health of their US-born children. We conducted 10 focus groups with 1 st generation Mexican-born immigrant mothers (n = 32 women) in Nashville, TN, in the summer of 2014. Focus groups elicited challenges and benefits of life as an immigrant mother. Data were analyzed using a modified grounded theory approach. We identified four themes that indicate how maternal stressors could impact children’s health: (1) work-family tradeoff, (2) limited freedom/mobility, (3) reduction of social networks, and (4) transmission of anxiety and fears to children. Women in our study also engage in a range of coping mechanisms, including the creation of new social networks, seeking support in religion, and seeking help from community resources. These results highlight the importance of developing new questionnaires to elicit stress exposures for Mexican immigrant mothers. Findings also suggest the value of intervention strategies and social policies that would ultimately improve maternal and child health in this marginalized population. Close.

child development new project

Amanda Sullivan, Ph.D.

Associate Professor, School Psychology  University of Minnesota

Project Title: Special Needs Among Young Children of Immigrants: Prevalence, Risk and Protective Factors, and Educational Experiences Read More.

Sullivan, A. L., Houri, A., & Sadeh, S. (2016). Demography and early academic skills of students from immigrant families: The kindergarten class of 2011. School Psychology Quarterly, 31 , 149-62. DOI:10.1037/spq0000137

Abstract: Children from immigrant families are one of the fastest growing and most diverse groups in America’s schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents’ region of origin. Children’s early academic skills were significantly related to parent’s region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students’ experiences and needs. Close.

2012 Young Scholars (Cohort 10)

child development new project

Jennifer Keys Adair, Ph.D.

Associate Professor, Department of Curriculum and Instruction University of Texas at Austin

Project Title: Towards a Culturally Relevant Continuity of Development for Latino Children of Immigrants in PK-3 Educational Settings Read More.

Adair, J. K., Sánchez-Suzuki Colegrove, K., & McManus, M. E. (2017). How the word gap argument negatively impacts young children in Latinx immigrants’ conceptualizations of learning. Harvard Educational Review , 3 , 309-334.

Abstract: Early childhood education in grades preK – 3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpetuated by educators’ acceptance of the “word gap” discourse. Drawing on empirical work with more than two hundred superintendents, administrators, teachers, parents, and young children, they recount how caring, experienced educators explained that Latinx immigrant students could not handle dynamic, agentic learning experiences because they lacked vocabulary and how the children in those classrooms said that learning required still, obedient, and quiet bodies. Rather than blaming educators, the authors share this empirical evidence to demonstrate the harm that can come from denying young children a range of sophisticated learning experiences, especially when institutionally and publicly justified by deficit-oriented research and thinking. Using the work of Charles Mills, the authors argue that such a denial of experience to children of Latinx immigrants and other marginalized communities is discriminatory and, too often, the status quo.

child development new project

Tiffany Green, Ph.D.

Assistant Professor, Department of Health Behavior and Policy Virginia Commonwealth University

Project Title: Prenatal Insurance, Prenatal Care and Early Life Health Among the Children of Black Immigrants Read More.

Green, Tiffany L. (2012). Black and Immigrant: Exploring the Effects of Ethnicity and Foreign-Born Status on Infant Health . Washington, DC: Migration Policy Institute.

Abstract: The birth experiences and prenatal behaviors of Black immigrant mothers have received relatively little attention. Literature has focused in recent years on birth outcomes among immigrant mothers compared to native-born mothers, and within-group differences in infant health among Blacks. While there are suggestive findings that infants born to Black immigrant mothers are still at a relative health disadvantage to non-Black immigrant and U.S.-born mothers, this evidence is based on studies that are limited for various reasons, whether in geographic scope and/or generalizability or because they examine a limited set of infant health outcomes.

This report compares prenatal behaviors and birth outcomes of Black immigrant mothers to those of other immigrant and U.S.-born mothers, using federal vital statistics. It finds that Black immigrant mothers are less likely to give birth to preterm or low-birth-weight infants than U.S.-born Black women, yet are more likely to experience these adverse birth outcomes than other groups of immigrant and U.S.-born women. Close.

child development new project

Jessica Zacher Pandya, Ph.D

Professor, Departments of Teacher Education and Liberal Studies California State University, Long Beach

Project Title: Multimodal Digital Composition with English Language Learners Read More.

Pandya, J.Z., Hansuvadha, N. & Pagdilao, K. (2018). Digital literacies through an intersectional lens: The case of Javier. English Teaching: Practice & Critique , 17 (4), 387-399. DOI: https://​doi​.org/​1​0​.​1​1​0​8​/​E​T​P​C​-​1​1​-​2​0​1​7​-​0​158

Abstract: The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities. The authors draw on two years’ worth of observation, interview, survey, and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts. Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds. This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools. The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.

Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context . New York, NY: Routledge.

Golden, N. A. & Pandya, J.Z. (2018). Understanding identity and positioning for responsive critical literacies. Language & Education . DOI: 10.1080/09500782.2018.1497648

Pandya, J.Z., Hansuvadha, N. & Pagdilao, K. (2018). Digital literacies through an intersectional lens: The case of Javier. English Teaching: Practice & Critique, 17(4), 387-399. https://​doi​.org/​1​0​.​1​1​0​8​/​E​T​P​C​-​1​1​-​2​0​1​7​-​0​158

Pandya, J.Z. & Ávila, J. (2017). Inequitable variations: A review of research in technology, literacy studies, and special education. Literacy, 51 , 12-130 . 10.1111/lit.12099

Pandya, J.Z., Hansuvadha, N. & Pagdilao, K. (2016). Multimodal, digital composition for children with autism: Lessons on process, product, and assessment.  Language Arts, 93 , 415-428 .

Pandya, J.Z., Pagdilao, K., Kim, A.E. & Marquez, E. (2015). Transnational children orchestrating competing voices in multimodal, digital autobiographies. Teachers College Record, 117 (7). http://​www​.tcrecord​.org/​C​o​n​t​e​n​t​.​a​s​p​?​C​o​n​t​e​n​t​I​d​=​1​7​946

Pandya, J.Z. & Pagdilao, K. (2015). “It’s complicated”: Children learning about other peoples’ lives through a critical digital literacies project. Australian Journal of Language & Literacy, 38 (1), 38-45 . Close.

child development new project

Lisseth Rojas-Flores, Ph.D.

Associate Professor, Department of Marriage & Family Therapy Fuller Theological Seminary

Project Title: Parental Detention and Deportation and the Adjustment of Latino Citizen Children Read More.

Rojas-Flores, L., Clements, M., Hwang, K. J., & London, J. (2017). Trauma, psychological distress, and parental immigration status: Latino citizen children and the threat of deportation. Psychological Trauma: Theory, Research, Practice, and Policy, 9 , 352 – 361.

Abstract: The mental health impact of parental detention and deportation on citizen children is a topic of increasing concern. Forced parent – child separation and parental loss are potentially traumatic events (PTEs) with adverse effects on children’s mental health. This study examines posttraumatic stress disorder (PTSD) symptoms and psychological distress among 91 Latino U.S.-born children (ages 6 to 12), living in mixed-status families with a least 1 undocumented parent at risk for detention or deportation. Multiagent (child, parent, teacher, clinician) and standardized assessments were conducted at baseline to assess for child trauma and psychological distress. Analyses indicate that PTSD symptoms as reported by parent were significantly higher for children of detained and deported parents compared to citizen children whose parents were either legal permanent residents or undocumented without prior contact with immigration enforcement. Similarly, findings revealed differences in child internalizing problems associated with parental detention and deportation as reported by parent as well as differences in overall child functioning as reported by clinician. In addition, teachers reported higher externalizing for children with more exposure to PTEs. These findings lend support to a reconsideration and revision of immigration enforcement practices to take into consideration the best interest of Latino citizen children. Trauma-informed assessments and interventions are recommended for this special population. Close.

child development new project

Kevin J.A. Thomas, Ph.D.

Associate Professor, Sociology, Demography & African Studies Pennsylvania State University

Project Title: Parental Education — Occupation Mismatch Status and Child Poverty in Black Immigrant Families Read More.

Thomas, K.J.S. (2012). A Demographic Profile of Black Caribbean Immigrants in the United States.  Washington, DC: Migration Policy Institute.

Abstract: Immigration from the Caribbean to the United States is a relatively recent phenomenon, beginning largely after changes to U.S. immigration law in 1965 that placed a new priority on family-based migration. This report, part of MPI’s Young Children of Black Immigrants in America research initiative, provides a demographic profile of the 1.7 million Caribbean immigrants in the United States: their geographic settlement, education and workforce characteristics, earnings, modes of entry, family structure, and more. Despite relatively low educational attainment, English-speaking Black Caribbean immigrants earn more in the U.S. labor market than Black African immigrants, who are among the best-educated immigrants in the United States. This earnings gap may be explained in part by the fact that Caribbean immigrants tend to have been in the United States longer and have greater English-language proficiency. The share of Black immigrants varies across Caribbean-origin countries: they are the vast majority of immigrants from Haiti and most other English-speaking countries in the region, 14 percent of immigrants from the Dominican Republic, and just 3 percent from Cuba. Close.

2011 Young Scholars (Cohort 9)

child development new project

Maricela Correa-Chávez, Ph.D.

Research Assistant Professor, Department of Psychology  Clark University

Project Title: The Cultural Organization of Learning in Mexican Immigrant Families

child development new project

Eric Dearing, Ph.D.

Professor, Applied Developmental & Educational Psychology Boston College

Project Title: Student Support in High-Poverty Elementary Schools and the Achievement of English Language Learners Read More.

Dearing, E., Walsh, M. E., Sibley, E., Lee-St. John, T., Foley, C., Raczek, A. E. (2016). Can community and school-based supports improve the achievement of first-generation immigrant children attending high-poverty schools? Child Development, 87 (3), 883-897.

Abstract: Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school. In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. Close.

child development new project

Lenna Nepomnyaschy, Ph.D.

Associate Professor, School of Social Work Rutgers, The State University of New Jersey

Project Title: Nonresident Father Involvement in Immigrant Families Read More.

Nepomnyaschy, L. & Donnelly, L. (2015). Father Involvement and Childhood Injuries. Journal of Marriage and Family 77(3), 628-646 .

Abstract: Unintentional injury is the leading cause of death for children in the United States. Parental supervision is a key factor in preventing injuries, but little is known about the role of fathers. Today, one quarter of children live with a single mother, and another third live with a mother and her new partner, resulting in tremendous diversity in the amount and type of paternal involvement in children’s lives. The authors examined the effects of involvement by resident biological, nonresident biological, and resident social fathers on the risk of injury among children from birth to age 5 using data from the Fragile Families and Child Wellbeing Study (N = 4,352). They found that living with a social father and social fathers’ more frequent engagement with children increase risk of injury, but only for the youngest children. Higher levels of fathers’ cooperative parenting reduce children’s risk of injury regardless of fathers’ biological or residential status.

Nepomnyaschy, L. & Donnelly L. (2014). Child Support in Immigrant Families. Population Research and Policy Review 33 (6), 817-840. Close.

child development new project

Andrew Rasmussen, Ph.D.

Associate Professor, Department of Psychology Fordham University

Project Title: Child Health-Seeking Networks Among West African Refugees Read More.

Rasmussen, A., Cissé, A., Han, Y., & Roubeni, S. (2018). Migration factors in West African immigrant parents’ perceptions of their children’s neighborhood safety. American Journal of Community Psychology, 61 , 321-331. DOI: 10.1002/ajcp.12230 .

Abstract: Immigrants make up large proportions of many low-income neighborhoods, but have been largely ignored in the neighborhood safety literature. We examined perceived safety’s association with migration using a six-item, child-specific measure of parents’ perceptions of school-aged (5-12 years of age) children’s safety in a sample of 93 West African immigrant parents in New York City. Aims of the study were (1) to identify pre-migration correlates (e.g., trauma in home countries), (2) to identify migration-related correlates (e.g., immigration status, time spent separated from children during migration), and (3) to identify pre-migration and migration correlates that accounted for variance after controlling for migration related correlates (e.g., neighborhood crime, parents’ psychological distress). In a linear regression model children’s safety was associated with borough of residence, greater English ability, less emotional distress, less parenting difficulty and a history of child separation. Parents’ and children’s gender, parents’ immigration status, the number of contacts in the U.S. pre-migration and pre-migration trauma were not associated with children’s safety. That child separation was positively associated with safety perceptions suggests that the processes that facilitate parent-child separation might be reconceptualized as strengths for transnational families. Integrating migration-related factors into the discussion of neighborhood safety for immigrant populations allows for more nuanced views of immigrant families’ wellbeing in host countries.

Ahmed, S. & Rasmussen, A. (in press). Changes in social status and post-migration mental health among West African immigrants. American Journal of Orthopsychiatry. Close.

2010 Young Scholars (Cohort 8)

child development new project

Erin Todd Bronchetti, Ph.D.

Associate Professor, Economics Swarthmore College

Project Title: Public Insurance and the Health of Immigrant Children Read More.

Bronchetti, E.T. (2014). Public insurance expansions and the health of immigrant and native children. Journal of Public Economics, 120, 205-219.

Abstract:  The costs of public insurance expansions are ordinarily justified by the claim that increased eligibility causes gains in insurance coverage, which translate into improved health care and health. This paper studies dramatic changes in public health insurance eligibility for immigrant and native children from 1998 to 2009 and finds that children’s nativity status is crucial to understanding the impacts of recent eligibility expansions. I document a significantly higher degree of take-up (and less crowding out of private insurance) among first- and second generation immigrant children than among children of U.S. natives. Eligibility expansions increased immigrant children’s use of preventive and ambulatory care and decreased emergency care in hospitals, while estimated effects for children of natives are negligible. My results also suggest improvements in some health measures that would be expected to respond to preventive and ambulatory care. Close.

child development new project

Rachel Kimbro, Ph.D.

Professor, Department of Sociology Rice University

Project Title: Safe to Play? Immigrant Children’s Neighborhood Environments and Opportunities for Physical Activity Read More.

Brewer, M. and Kimbro, R.T. (2014). Neighborhood context and immigrant children’s physical activity. Social Science & Medicine, 116 , 1-9.

Abstract : Physical activity is an important determinant of obesity and overall health for children, but significant race/ethnic and nativity disparities exist in the amount of physical activity that children receive, with immigrant children particularly at risk for low levels of physical activity. In this paper, we examine and compare patterns in physical activity levels for young children of U.S.-born and immigrant mothers from seven race/ethnic and nativity groups, and test whether physical activity is associated with subjective (parent-reported) and objective (U.S. Census) neighborhood measures. The neighborhood measures include parental-reported perceptions of safety and physical and social disorder and objectively defined neighborhood socioeconomic disadvantage and immigrant concentration.  Using restricted, geo-coded Early Childhood Longitudinal Study-Kindergarten (ECLS-K) data (N = 17,510) from 1998 to 1999 linked with U.S. Census 2000 data for the children’s neighborhoods, we utilize zero-inflated Poisson (ZIP) models to predict the odds of physical inactivity and expected days of physical activity for kindergarten-aged children. Across both outcomes, foreign-born children have lower levels of physical activity compared to U.S.-born white children. This disparity is not attenuated by a child’s socioeconomic, family, or neighborhood characteristics. Physical and social disorder is associated with higher odds of physical inactivity, while perceptions of neighborhood safety are associated with increased expected days of physical activity, but not with inactivity. Immigrant concentration is negatively associated with both physical activity outcomes, but its impact on the probability of physical inactivity differs by the child’s race/ethnic and nativity group, such that it is particularly detrimental for U.S.-born white children’s physical activity. Research interested in improving the physical activity patterns of minority and second-generation immigrant children should consider how neighborhood context differentially impacts the health and physical activity of children from various racial, ethnic and nativity backgrounds. Close.

child development new project

Tama Leventhal, Ph.D.

Professor, Department of Child Study and Human Development Tufts University

Project Title: Neighborhood Context and Immigrant Young Children’s Development Read More.

Leventhal, T. & Shuey, E. A. (2014). Neighborhood context and immigrant young children’s development. Developmental Psychology, 50 (6), 1771-1787.

Abstract:  This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children’s behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based, longitudinal study with cohorts of children first seen at birth, 3, and 6 years of age and followed over six years (N = 3,209; 37% Mexican American, 33% Black, 15% White, 9% Puerto Rican, 4% Other Latino, and 2% other race/ethnicities; 44% immigrant). Results of multilevel models suggest that the immigrant status of children’s families was a more consistent moderator of associations between neighborhood processes and children’s development than the immigrant concentration of their neighborhoods, but the nature of these associations depended on the outcome and racial/ethnic group considered.

Shuey, E. A. & Leventhal, T. (in press). Enriched early childhood experiences: Latina mothers’ perceptions and use of center-based child care. Early Childhood Research Quarterly .

Shuey, E. A. & Leventhal, T. (2018). Neighborhood context and center-based child care use: Does immigrant status matter? Early Childhood Research Quarterly, 44 , 124-135. Close.

child development new project

Eric E. Seiber, Ph.D.

Associate Professor, Public Health The Ohio State University

Project Title: New Immigration Destination States — Is It Harder For Eligible Immigrant Children To Enroll In Medicaid? Read More.

Seiber, E.E. (2013). Which states enroll their Medicaid-eligible, citizen children with immigrant parents? Health Services Research , 48 , 519-538.

Abstract:  To identify which states achieve comparable enrollment rates for Medicaid-eligible, citizen children with immigrant and nonimmigrant parents. A total of 810,345 Medicaid-eligible, citizen children were drawn from the 2008-2010 American Community Survey. This study estimates a state fixed-effects probit model of uninsured status for Medicaid-eligible, citizen children. State and immigrant family interaction variables test whether citizen children in immigrant families have a higher probability of remaining uninsured compared to children in nonimmigrant families. Simulations predict the uninsured rates for Medicaid eligible children in immigrant and nonimmigrant families and rank states by the differences between the two groups. While some states have insignificant and near zero differences in predicted uninsured rates, many states have enrollment disparities reaching 20 percentage points between citizen children with immigrant and nonimmigrant parents. Many states have large differences in enrollment rates between their Medicaid-eligible, citizen children with immigrant and nonimmigrant parents. Addressing these enrollment disparities could improve the health status of citizen children in immigrant families and earn Children’s Health Insurance Program Reauthorization Act bonus payments for many states.

Seiber, E.E. & Goldstein, E.V. (In Press). Disappearing Medicaid enrollment disparities for US citizen children in immigrant families: State-level trends from 2008-2015.  Academic Pediatrics .

Seiber, E.E. (2014). Covering the Remaining Uninsured Children – Almost Half of Uninsured Children Live in Immigrant Families. Medical Care, 52 (3), 202-207. Close.

child development new project

Elizabeth Votruba-Drzal, Ph.D.

Professor, Department of Psychology University of Pittsburgh

Project Title: Early Education and Care Experiences and School Readiness of Children of Immigrants Read More.

Votruba-Drzal, E., Levine, R.C., Collins, M. & Miller, P. (2015). Center-Based Preschool and School Readiness Skills of Children from Immigrant Families. Early Education and Development , 26( 4), 549-573

Abstract: Children from immigrant families are more likely than children of native parents to start school with fewer of the academic skills that are important for long-term success, although evidence on behavioral skills is mixed. Center-based early education and care (EEC) programs, which have been linked to improvements in academic functioning in disadvantaged samples, may serve as a potent resource for children from immigrant families, but important questions remain about their benefits and drawbacks for academic and behavioral outcomes across the diverse population of children from immigrant families. Using data from the Early Childhood Longitudinal Study, Birth Cohort ( N ≈ 6,550), this study examined prospective associations between center-based EEC at age 4 and school readiness skills at age 5 among children from immigrant families. The results suggest that center-based EEC is associated with heightened math, reading, and expressive language skills and also with lower parent-rated externalizing behaviors for children of immigrants in comparison to children of native parents. Results also revealed heterogeneity in associations between center-based EEC attendance and school readiness skills among children of immigrants based on parental region of origin, household language use, and the language used in EEC settings.

Johnson, A.D., Padilla, C.M. & Votruba-Drzal, E. (2016). Predictors of Public Early Care and Education Use among Children of Low-Income Immigrants.   Children and Youth Services Review, 73,  24 – 36. DOI:10.1016/j.childyouth.2016.11.024

Miller, P. & Votruba-Drzal, E., & Coley, R. (2013). Predictors of early care and education type among preschool-aged children in immigrant families: The role of region of origin and characteristics of the immigrant experience.   Children and Youth Services Review, 35,  1342 – 1355. DOI:10.1016/j.childyouth.2013.04.024

Miller, P., Votruba-Drzal, E., Coley, R., & Koury, A. (2014).  Patterns and predictors of infant and toddler child care use in immigrant families.  Early Childhood Research Quarterly, 29 , 484-498. DOI:10.1016/j.childyouth.2016.11.024

Koury, A.S. & Votruba-Drzal, E. (2014). School readiness of children of immigrants: Contributions of early environments. Journal of Educational Psychology, 106,  268 – 288. DOI:10.1037/a0034374 Close.

2009 Young Scholars (Cohort 7)

child development new project

Christia Spears Brown, Ph.D.

Professor, Department of Psychology University of Kentucky

Project Title: Children Succeeding During Demographic Shifts: How Discrimination and Ethnic Identity Predict the Academic Attitudes and Performance of Latino Children in a White Community Read More.

Brown, C. S. & Chu, H. (2012).  Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: The importance of school context.  Child Development ,  83 , 1477-1485 . 

Abstract:  This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community ( N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.

Brown C. S. (2017). School context influences the ethnic identity development of immigrant children in middle childhood.  Social Development. 26 (4), 797-812 .

Gilbert, L., Brown, C. S., & Mistry, R. S. (2017). Latino immigrant parents’ financial stress, depression, and academic involvement predicting child’s academic success. Psychology in the Schools , 54 (9), 1202-1215.

Brown, C. S. & Lee, C. L. (2015). Impressions of immigration: Comparisons between immigrant and non-immigrant children’s immigration beliefs.  Analyses of Social Issues and Public Policy, 15(1),  160-176 . Close.

child development new project

Joanna Dreby, Ph.D.

Associate Professor, Department of Sociology University at Albany, State University of New York

Project Title: The Daily Lives of Children in Mexican Immigrant Households Read More.

Dreby, J. (2012). The Burden of Deportation on Children in Mexican Immigrant Families. Journal of Marriage and Family, 74,  829-45.

Abstract: In 2011, a record number of foreign-born individuals were detained and removed from the United States. This article looks at the impact enforcement policies have had on Mexican families more broadly and children specifically. Drawing on interviews with 91 parents and 110 children in 80 households, the author suggests that, similar to the injury pyramid used by public health professionals, a deportation pyramid best depicts the burden of deportation on children. At the top of the pyramid are instances that have had the most severe consequences on children’s daily lives: families in which a deportation has led to permanent family dissolution. But enforcement policies have had the greatest impact on children at the bottom of the pyramid. Regardless of legal status or their family members’ involvement with immigration authorities, children in Mexican immigrant households describe fear about their family stability and confusion over the impact legality has on their lives.

Dreby, J., Tuñón-Pablos, E. & Griffin, L. (2019). Social class and children’s food practices in Mexican migrant households. Childhood . https://​doi​.org/​1​0​.​1​1​7​7​/​0​9​0​7​5​6​8​2​1​9​8​3​2​640

Dreby, Joanna. (2019). Illegality in Children’s Power in Families. In Illegal Encounters the Effect of Detention and Deportation on Young People,  edited by Deborah A. Boehm and Susan J. Terrio. New York: New York University Press.

Dreby, J. (2015). Everyday Illegal: When Policies Undermine Immigrant Families . Berkeley: University of California Press.

Dreby, J. (2015). U.S. Immigration Policy and Family Separation: The consequences for children’s well-being. Social Science and Medicine, 132 , 245-251.

Dreby, J. & Schmalzbauer, L. (2013). The Relational Contexts of Migration: Mexican Women in New Destination Sites. Sociological Forum 28 (1), 1-26.

Dreby, Joanna. (2013). The Modern Deportation Regime and Mexican Families The Indirect Consequences for Children in New Destination Communities. In Constructing Immigrant “Illegality”: Critiques, Experiences and Responses , edited by Cecilia Menjívar and Daniel Kanstroom. New York: Cambridge University Press.

child development new project

Anna Gassman-Pines, Ph.D.

WLF Bass Connections Associate Professor, Sanford School of Public Policy Duke University

Project Title: Paternal Employment, Family Functioning and Young Child Well-Being: A Daily Diary Study of Mexican Immigrant Families Read More.

Gassman-Pines, A. & Skinner, A. T. (2018). Psychological acculturation and parenting behaviors in Mexican immigrant families. Journal of Family Issues, 39, 1139-1164 .

Abstract:  This study examined the relation between mothers’ and fathers’ psychological acculturation and parenting behaviors in two samples of Mexican-immigrant families. The middle childhood sample included 47 mothers, 38 fathers, and 46 children in families with children aged 9 to 12 years, and the early childhood sample included 185 mothers and 155 fathers in families with children aged 2 to 6 years. In both samples, compared with families in which fathers reported feeling connected only to Latino culture, fathers who reported feeling connected to both Latinos and Americans engaged in fewer aversive and withdrawn interactions and more warm interactions with children. In families where fathers reported feeling connected to both Latinos and Americans, mothers also engaged in fewer aversive and withdrawn interactions and more warm interactions with children. Results were consistent across the two samples and across different family member reports of parent – child interactions.

Gassman-Pines, A. (2015). Effects of Mexican immigrant parents’ daily workplace discrimination on child behavior and family functioning. Child Development, 86, 1175-1190. Close.

2008 Young Scholars (Cohort 6)

child development new project

Danielle A. Crosby, Ph.D.

Associate Professor, Human Development and Family Studies University of North Carolina, Greensboro

Project Title: Immigrants’ Access to Public Benefits and Services Post-Reform: Missed Opportunities to Invest in Young American Children? Read More.

Kalil, A. & Crosby, D. (2010). Welfare leaving and the health of young children in immigrant and native families.  Social Science Research, 39,  2022-214. Close.

child development new project

Steve E. Knotek, Ph.D.

Associate Professor, School Psychology The University of North Carolina at Chapel Hill 

Project Title: The Madres Para Ninos Program Read More.

Knotek, S. E., & Sánchez, M. (2017). Madres para Niños: Engaging Latina mothers as consultees to promote their children’s early elementary school achievement. Journal of Educational & Psychological Consultation, 27 (1), 96-125.

Abstract: The Madres para Niños (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children’s successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother’s experience as consultee during the MpN ten-week group consultation process. Close.

child development new project

Jin Sook Lee, Ph.D.

Professor, Department of Education University of California, Santa Barbara

Project Title: Building Language Capacity: Dual Language Development in Korean and Mexican Immigrant Children Read More.

Lee. W. & Lee, J.S. (2017). Math instruction is not universal: Language specific pedagogical knowledge in Korean/English Two-Way Immersion programs. Bilingual Research Journal , 40 (4), 353-371. DOI: 10.1080/15235882.2017.1380729

Abstract: Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students’ academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to bilingual students. Analysis of classroom interaction data shows that math instruction in Korean followed the curricular sequence and pedagogy designed for teaching math in English, leading to missed opportunities for more effective content pedagogy that utilizes language-specific characteristics inherent to the grammatical structure of Korean. This study highlights the need for not only language-specific content curricula but also language-specific pedagogical knowledge and training for TWI teachers, in particular in the non-English language of instruction.

Lee, J.S. & Corella, M. (2017). Immigrant parents’ language brokering practices: A taxonomy of interlingual and intralingual brokering In R. Weisskirch Language Brokering in Immigrant Families: Theories and Contexts, (pp. 247 – 269) NY: Routledge.

Lee, J.S., Choi, J. & Marques-Pascual, L. (2016). An analysis of communicative language functions in the speech patterns of bilingual Korean and Mexican immigrant children. Journal of New Approaches in Educational Research, 5 (2), (In Spanish and English).

Choi, J., Lee, J.S., & Oh, J. (2016). Examining the oral language competency of children from Korean immigrant families in English-only and dual language in immersion schools. Journal of Early Childhood Research, 2 , 1-20.

Corella Moreles, M. & Lee, J.S. (2015). Stories of Assessment: Spanish-English bilingual children’s agency and interactional competence in oral language . Linguistics and Education, 26 , 32-45

Kim, A., Lee, J.S., & Lee, W. (2015). Examining Korean American Parent-Child Relationships through Bilingual Language Use. Journal of Family Communication, 15, 269-287.

Lee, J.S., & Jeong, E. (2013). Perspectives from a Korean-English dual language Immersion program: Insights, tensions, and hope. Language, Culture and Curriculum, 26(1) , 89-107. Close.

child development new project

Hanako Yoshida, Ph.D.

Associate Professor, Department of Psychology University of Houston

Project Title: Cognitive Consequence of Exposure to Multiple Languages Read More.

Yoshida, H., Tran, D. N., Benitez, V., & Kuwabara, M. (2011). Inhibition and Adjective Learning in Bilingual and Monolingual Children.  Frontiers in Developmental Psychology, 2 , 210.

Abstract: The ability to control attention — by inhibiting pre-potent, yet no longer relevant information — is an essential skill in all of human learning, and increasing evidence suggests that this ability is enhanced in language learning environments in which the learner is managing and using more than one language. One question waiting to be addressed is whether such efficient attentional control plays a role in word learning. That is, children who must manage two languages also must manage to learn two languages and the advantages of more efficient attentional control may benefit aspects of language learning within each language. This study compared bilingual and monolingual children’s performances in an artificial word-learning task and in a non-linguistic task that measures attention control. Three-year-old monolingual and bilingual children with similar vocabulary development participated in these tasks. The results replicate earlier work showing advanced attentional control among bilingual children and suggest that this better attentional control may also benefit better performance in novel adjective learning. The findings provide the first direct evidence of a relation between performances in an artificial word-learning task and in an attentional control task. We discuss this finding with respect to the general relevance of attentional control for lexical learning in all children and with respect to current views of bilingual children’s word learning.

Tran, C. D., Arredondo, M. M, & Yoshida, H. (2018). A Longitudinal Study on Early Executive Function: The Influence of Culture and Bilingualism. Bilingualism: Language and Cognition. Language and Cognition , 1-19.

Tran, C. D., Arredondo, M. M, & Yoshida, H. (2015). Differential effects of bilingualism and culture on early attention: A longitudinal study in the U.S., Argentina, and Vietnam. Frontiers in Psychology, 6 (795), 1-15.

Bilsosn, S., Yoshida, H., Tran, C.D., Woods, E.A., & Hill, T.T. (2015) Semantic Facilitation in Bilingual First Language Acquisition. Cognition, 140 , 122-34.

Bilson, S., Yoshida, H., Tran, C. D., Woods, E. A., & Hills, T. (2014). Semantic Network Structure in Bilingual and Monolingual First Language Acquisition. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36 th Annual Conference of the Cognitive Science Society (pp. 200-205). Austin, TX: Cognitive Science Society.

Woods, E. A. & Yoshida, H. (2012) Effects of Learning Order and Previous Language Experience in Novel Word Learning. Proceedings of the 34 th Annual Conference of the Cognitive Science Society.

Yoshida, H., Tran, D. N., Benitez, V., & Kuwabara, M. (2010). Attentional control and early word learning. In S. Ohlsson& R. Catrambone (Eds.), Proceedings of the 32 nd Annual Conference of the Cognitive Science Society (pp. 2627-2632). Austin, TX: Cognitive Science Society.

Yoshida, H. (2008) The Cognitive Consequences of Early Bilingualism. Journal of Zero to Three, 29 (2), 26-30. Close.

2007 Young Scholars (Cohort 5)

child development new project

Dylan Conger, Ph.D.

Professor, Public Policy and Public Administration The George Washington University

Project Title: Time to English Proficiency Among Young English Learners Read More.

Conger, D. (2009). Testing, Time Limits, and English Learners: Does Age of Entry Affect How Quickly Students Can Learn English?” Social Science Research, 38 (2), 383-396.

Abstract: Using data on young English learners (EL) who enroll in the New York City public school system, I examine how long it takes students to become minimally proficient in English and how the time to proficiency differs for students by their age of school entry. Specifically, I follow four recent entry cohorts of ELs ages 5 – 10 and use discrete-time survival analysis to model the rate at which different age groups acquire proficiency. I find that approximately half of the students become proficient within three years after school entry and that younger students learn more quickly than older students. Age of entry differences are robust to controls for observed differences between age of entry groups in their economic and demographic characteristics, their disabilities, and the schools they attend. The results lend support to the theory that older students face developmental barriers to learning new languages quickly.

Conger, D. (2010). Does Bilingual Education Interfere with English Language Acquisition?” Social Science Quarterly, 91 (4), 1103-1122.

child development new project

Micere Keels, Ph.D.

Associate Professor, Department of Comparative Human Development The University of Chicago

Project Title: Children’s Developing Environments Read More.

Keels, M. (2009). Ethnic group differences in early head start parents’ parenting beliefs and practices and links to children’s early cognitive development.  Early Childhood Research Quarterly ,  24 (4), 381-397.

Abstract: Data from the Early Head Start Research and Evaluation study were used to examine the extent to which several factors mediate between- and within-ethnic-group differences in parenting beliefs and behaviors, and children’s early cognitive development (analysis sample of 1198 families). The findings indicate that Hispanic-, European-, and African-Americans differ significantly in their parenting beliefs and behaviors. Children also evidence significant ethnic group differences in 24-month cognitive development; these differences were fully accounted for by controlling for maternal cognitive skills, as measured by lexical knowledge. In comparison, maternal parenting behaviors were only a partial mediator of ethnic group differences in children’s cognitive development. Structural equation modeling was used to examine, within each ethnic group, the extent to which measured parenting beliefs and behaviors mediate the effect of maternal cognitive skills on children’s early cognitive development. Analyses show that the mediated path from maternal cognitive skills to child cognitive development, via “mainstream” parenting beliefs and behaviors, was stronger for European-American families than for Hispanic- and African-American families. The policy implications of increasing the schooling-related cognitive skills of low-educated parents are discussed. Close.

child development new project

Sarah Enos Watamura, Ph.D.

Associate Professor, Department of Psychology University of Denver

Project Title: Physiologic Stress Reactivity Among Mexican-Origin Families Read More.

Miles, E.M., Dmitrieva, J., Hurwich-Reiss, E., Badanes, L., Mendoza, M.M., Perreira, K.M., & Watamura, S.E. (2018). Evidence for a Physiologic Home-School Gap in Children of Latina Immigrants. Early Childhood Research Quarterly. doi​.org/​1​0​.​1​0​1​6​/​j​.​e​c​r​e​s​q​.​2​0​1​8​.​0​3​.​010

Abstract: The “Latino Health Paradox” denotes a well-established trend wherein foreign-born Latino immigrants arrive with protective health benefits which dissipate and sometimes reverse into health disparities in the second and subsequent generations. The origins and mechanism behind this paradox remain poorly understood. This study investigates whether physiological stress profiles in children of Latina immigrants (CoLIs) as compared with the children of Latina Americans (CoLAs) and of non-Latina Americans (ConLAs) might help explain how health advantages can be lost during acculturation to even result in health disparities. Because studies of ethnicity/nativity often confound poverty and ethnicity/nativity groups, we also examine differences in physiologic stress profiles by income. We focus on physiologic profile differences between ethnicity/nativity groups and by poverty category at home and in Early Childhood Education (ECE) environments. Using multi-level modeling, we compare morning and afternoon salivary cortisol levels between ECE and home environments in 256 children (32% CoLIs), while controlling for child, child care, and teacher characteristics. Results demonstrated that overall, cortisol on child care mornings was lower than on home mornings, and that among children living in poverty home and child care morning cortisol differed less than for children not living in poverty. We find that CoLIs exhibit a flatter slope on child care days than do ConLAs. We also find that among children in classrooms with lower average poverty exposure, cortisol decline across the day is steeper on child care days. Importantly, teacher language may act as a buffer to CoLIs on child care days, resulting in a steeper decline at child care. Implications for policy and practice, including supporting the availability of bilingual teachers are discussed. Close.

child development new project

Qing Zhou, Ph.D.

Associate Professor, Department of Psychology University of California Berkeley

Project Title: The Risk and Protective Factors for Mental Health Adjustment in 1 st - and 2 nd -generation Chinese American Immigrant Children Read More.

Ly, J., Zhou, Q., Chu, K. & Chen, S. H. (2012). Teacher-child relationship quality and academic achievement of Chinese American children from immigrant families. Journal of School Psychology, 50, 535-553.

Abstract: This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families ( N = 207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionnaire measuring overall TCRQ. Standardized tests were used to assess children’s math and reading skills. Analyses were conducted to (a) test the factor structure of measures assessing TCRQ among Chinese American children, (b) examine the associations between teacher- and child-rated TCRQ and children’s academic achievement, controlling for demographic characteristics, and c) examine the potential role of child gender as a moderator in the relations between TCRQ and achievement. Results indicated that teacher-rated TCRQ Warmth was positively associated with Chinese American children’s reading achievement. Two child gender-by-TCRQ interactions were found: (a) teacher-rated TCRQ Conflict was negatively associated with girls’ (but not boys’) math achievement, and (b) child-rated Overall TCRQ was positively associated with boys’ (but not girls’) reading achievement. These findings highlight the valuable role of TCRQ in the academic success of school-aged children in immigrant families.

Chen, S. H., & Zhou, Q. (2019). Longitudinal relations of cultural orientation and emotional expressivity in Chinese American immigrant parents: A model of emotional development in adulthood. Developmental Psychology. Advance online publication. http://​dx​.doi​.org/​1​0​.​1​0​3​7​/​d​e​v​0​0​0​0​681

Williams, A. I., Srinivasan, M., Liu, C., Lee, P. & Zhou, Q. (2019). Why do bilinguals code-switch when emotional? Insights from immigrant parent-child interactions. Emotion. Advance online publication. http://​dx​.doi​.org/​1​0​.​1​0​3​7​/​e​m​o​0​0​0​0​568

Chen, S. H., & Zhou, Q. (2018). Cultural values, social status, and immigrant parents’ emotional expressivity. Journal of Cross-Cultural Psychology . DOI: 10.1177/0022022118817653

Ly, J. & Zhou, Q. (2018). Bidirectional associations between teacher-child relationship quality and Chinese American immigrant children’s behavior problems. Journal of Clinical Child and Adolescent Psychology, 7 (6), 954-966.

Anicama, C., Zhou, Q. & Ly, J. (2018). Parental involvement in school and Chinese American children’s academic skills. The Journal of Educational Research, 111 (5), 574-583.

Chen, S. H., Zhou, Q. & Uchikoshi, Y. (2018). Heritage language socialization in Chinese American immigrant families: Prospective links to children’s heritage language proficiency. International Journal of Bilingual Education and Bilingualism . DOI: 10.1080/13670050.2018.1547680

Main, A., Zhou, Q., Liew, J. C. & Sum, C. (2016). Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio-demographic Factors and Psychological Adjustment. Social Development . 26 (1), 165-184

Chen, S. H., Main, A., Zhou, Q., Bunge, S., Lau, N. & Chu, K. (2015). Effortful control and early academic achievement of Chinese American children in immigrant families. Early Childhood Research Quarterly, 30 , 45-56.

Chen, S. H., Zhou, Q., Main, A., & Tao, A. (2015). Chinese American immigrant parents’ emotional expression in the family: Relations to parents’ cultural orientations and children’s regulation. Cultural Diversity and Ethnic Minority Psychology, 21 , 619-629.

Li, X., Zhou, Q. & Hou, K. (2015). Marital conflict of Chinese American immigrant couples: A mediator of socioeconomic incorporation and children’s behavioral problems. Journal of Child and Family Studies, 24 , 3816-3826.

Chen, S. H., Hua, M., Zhou, Q., Tao, A., Lee, E. H., Ly, J., & Main, A. (2014). Cultural orientations and child adjustment in Chinese American immigrant families. Developmental Psychology, 50 , 189-201.

Lee, E. H., Zhou, Q., Ly, J., Main, A. Tao, A. & Chen, S. H. (2014). Neighborhood characteristics, parenting styles, and children’s behavioral problems in Chinese American immigrant families. Cultural Diversity and Ethnic Minority Psychology, 20 , 202-212.

Chen, S. H., Zhou, Q., Uchikoshi, Y. & Bunge, S. (2014). Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children’s self-regulation. Frontiers in Psychology, Language Sciences, 5 , 1-10.

Tao, A., Zhou, Q., Lau, N. & Liu, H. (2013). Chinese American immigrant mothers’ discussion of emotions with children: Relations to cultural orientations. Journal of Cross-Cultural Psychology, 44 , 478-501. Close.

2006 Young Scholars (Cohort 4)

child development new project

Charissa Cheah, Ph.D.

Professor, Department of Psychology University of Maryland, Baltimore County

Project Title: Social Skills of Young Children of Chinese Immigrants: The Role of Sociocultural Context, Parents’ Adaptation, and Parenting Read More.

Cheah, C. S. L., Leung, C. Y. Y., Tahseen, M. & Schultz, D. (2009).  Authoritative parenting among immigrant Chinese mothers of preschoolers.  Journal of Family Psychology: Special Issue on Immigration, 34, 311-320 . DOI: 10.1037/a0015076

Abstract: The goals of this study were: (a) to examine authoritative parenting style among Chinese immigrant mothers of young children, (b) to test the mediational mechanism between authoritative parenting style and children’s outcomes; and c) to evaluate 3 predictors of authoritative parenting style (psychological well-being, perceived support in the parenting role, parenting stress). Participants included 85 Chinese immigrant mothers and their preschool children. Mothers reported on their parenting style, psychological well-being, perceived parenting support and stress, and children’s hyperactivity/attention. Teacher ratings of child adjustment were also obtained. Results revealed that Chinese immigrant mothers of preschoolers strongly endorsed the authoritative parenting style. Moreover, authoritative parenting predicted increased children’s behavioral/attention regulation abilities (lower hyperactivity/inattention), which then predicted decreased teacher rated child difficulties. Finally, mothers with greater psychological well-being or parenting support engaged in more authoritative parenting, but only under conditions of low parenting stress. Neither well-being nor parenting support predicted authoritative parenting when parenting hassles were high. Findings were discussed in light of cultural- and immigration-related issues facing immigrant Chinese mothers of young children.

Additional References:

Vu., K. T. T., Castro, M., Cheah, C. S. L. & Yu., J. (in press). Mediating and moderating processes in the association between Chinese immigrant mothers’ acculturation and parenting styles in the U.S. Asian American Journal of Psychology . DOI: 10.1037/aap0000150

Yu, J., Cheah, C. S. L., Hart, C. H., Yang, C., & Olsen, J. (2019). Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior. Development and Psychopathology . DOI: https://​doi​.org/​1​0​.​1​0​1​7​/​S​0​9​5​4​5​7​9​4​1​8​0​0​1​049

Vu., K. T. T., Cheah, C. S. L., Zhou, N., Leung, C. Y. Y., Li, J., & Yamamoto, Y. (2018).  The socialization areas in which European American and Chinese immigrant mothers express warmth and control.  Parenting: Science and Practice, 18, 262-280 . https://​doi​.org/​1​0​.​1​0​8​0​/​1​5​2​9​5​1​9​2​.​2​0​1​8​.​1​5​2​4​244

Balkaya, M., Cheah, C. S. L., Yu, J., Hart, C. H., & Sun, S. (2018). The role of maternal encouragement of modesty and anxious withdrawal in the associations between Chinese American children’s temperamental shyness and social adjustment: a moderated mediation analysis. Social Development, 27, 876-890. https://​doi​.org/​1​0​.​1​1​1​1​/​s​o​d​e​.​1​2​295

Yu, J., Cheah, C. S. L., Hart, C. H., & Yang, C. (2018). Child inhibitory control and maternal acculturation moderate effects of maternal parenting on Chinese American children’s adjustment. Developmental Psychology, 54(6), 1111-1123. DOI: 10.1037/dev0000517

Cheah, C. S. L., Yu, J., Hart, C. H., Bayram Özdemir, S., Sun, S., Zhou, N., Sunohara, M., & Olsen, J. A. (2016).  Parenting hassles mediate predictors of Chinese and Korean immigrants’ psychologically controlling parenting . Journal of Applied Developmental Psychology, 47, 13-22.  DOI: 10.1016/j.appdev.2016.09.005

Yu, J., Cheah, C. S. L., & Calvin, G. E. (2016). Acculturation, psychological adjustment, and parenting styles of Chinese immigrant mothers in the U.S. Cultural Diversity and Ethnic Minority Psychology, 22, 504-516. DOI: 10.1037/cdp0000091

Yu, J., Cheah, C. S. L., Hart, C. H., Sun, S., & Olsen, J. A. (2015).  Confirming the multidimensionality of psychologically controlling practices among Chinese-American mothers: Love withdrawal, guilt induction, and shaming. International Journal of Behavioral Development, 47, 13-22. DOI: 10.1177/0165025414562238

Yu, W., Cheah, C. S. L. ¸ & Sun, S. (2015). The moderating role of English proficiency in the association between immigrant Chinese mothers’ authoritative parenting and children’s outcomes. The Journal of Genetic Psychology: Research and Theory on Human Development, 176, (4) , 272-279. DOI: 10.1080/00221325.2015.1022503

Cheah, C. S. L., Li, J., Zhou, N., Yamamoto, Y., & Leung, C. Y. Y. (2015). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Developmental Psychology, 51, 1802-1811. DOI: 10.1037/a0039855

Cheah, C. S. L., Leung, C. Y. Y. & Zhou, N. (2013). Understanding “tiger parenting” through the perceptions of Chinese immigrant mothers: Can Chinese and U.S. parenting coexist? Asian American Journal of Psychology , 4 , 30-40. DOI:10.1037/a0031217

Tahseen, M., &   Cheah, C. S. L. (2012). A multidimensional examination of the acculturation and psychological functioning of a sample of immigrant Chinese mothers in the U.S.  International Journal of Behavioral Development, 36(6), 430 – 439 .  DOI: 10.1177/0165025412448605 Close.

child development new project

Jin Li, Ed.D.

Professor, Education and Human Development Brown University

Project Title: Chinese Immigrant Children’s Learning Beliefs and Related Socialization at Home

child development new project

Selcuk R. Sirin, Ph.D.

Professor, Applied Psychology New York University

Project Title: Muslim Immigrant Parents Negotiating with Schools: Implications for Children Read More.

Sirin, S. R., Ryce, P., & Mir, M. (2009). How teachers’ values affect their evaluation of children of immigrants. Early Childhood Research Quarterly, 24 (4), 463-473.

Abstract: This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings.

Rogers-Sirin, L., Ryce, P., & Sirin, S. R. (2014). Acculturation, acculturative stress, and cultural mismatch and their influences on immigrant children and adolescents’ well-being. In R. Dimitrova, M. Bender, & F. J. R. van de Vijver (Eds.), Global perspectives on well-being in i mmigrant families  (pp. 11-30). New York, NY: Springer.

Sirin, S. R., & Ryce, P. (2009). Cultural incongruence between teachers and families: Implications for immigrant students. In R. Takanishi & E. Grigorenko (Eds.). Immigration, diversity, and education (pp. 151-169). London, UK: Routledge/Taylor.

Sirin, S. R. & Fine, M. (2008). Muslim American youth: Understanding hyphenated identities through multiple methods. New York, NY: New York University Press.

2005 Young Scholars (Cohort 3)

child development new project

Ariel Kalil, Ph.D.

Professor, Public Policy The University of Chicago

Project Title: Parental Labor Market Experiences, Investments in Children, and the Educational, Behavioral, and Physical Health Status of Immigrant Children Read More.

child development new project

Yuuko Uchikoshi, Ed.D.

Professor, Education University of California, Davis

Project Title: Early Literacy Study of Immigrant Children Read More.

Uchikoshi, Y. & Marinova-Todd, S. (2012). Vocabulary and early literacy skills of Cantonese-speaking English language learners in the U.S. and Canada.  Reading and Writing: An Interdisciplinary Journal,   25 (9), 2107-2129.

Abstract: This study describes the language proficiency and early literacy skills of Cantonese-speaking English language learners (ELLs) in kindergarten. A total of 113 Cantonese-speaking kindergarteners in Canada and the United States, composed of three subsamples from three different locations participated in this study. Results showed that on average, the Cantonese-speaking ELLs in this study performed below average on vocabulary measures when compared with monolingual norms, but at or above average on English letter-word identification and phonological awareness (PA) tasks. Cluster analysis was used to identify two new groups of children based on their language proficiency in each language: English dominant and Cantonese dominant. There were no differences on PA in English and Cantonese between the cluster groups. However, the English dominant group performed significantly higher on English vocabulary and English decoding than the Cantonese dominant group. At the same time, the Cantonese dominant group performed significantly higher on Cantonese vocabulary and Cantonese word reading than the English dominant group. Finally, multiple regression analysis revealed that there was cross-language facilitation of PA on Chinese character recognition. Educational implications and directions for future research are discussed.

Uchikoshi, Y. (in press). Phonological awareness trajectories: Young Spanish-English and Cantonese-English bilinguals.   Language Learning.

Lucero, A. & Uchikoshi, Y.  (2019).  Narrative Assessment with 1 st Grade Spanish-English Emergent Bilinguals: Spontaneous versus Retell Conditions.  Narrative Inquiry.

Uchikoshi, Y. & Marinova-Todd, S.H.  (2019). The effect of dual language proficiency on literacy development in emergent bilinguals in the U.S. and Canada.  In Uccelli, P., Rowe, M., Lieven, E., & Gover, V.  Learning through Language: Towards an Educationally Informed Theory of Language Learning. Cambridge University Press.

Uchikoshi, Y., Yang, L, & Liu, S. (2017).  Role of narrative skills on reading comprehension: Spanish-English and Cantonese-English Dual Language Learners.   Reading and Writing: An Interdisciplinary Journal.    http://​rdcu​.be/​x​Zfh

Uchikoshi, Y., Yang, L., Lohr, B., & Leung, G. (2016). Role of oral proficiency on reading comprehension: Within-language and cross-language relationships.  Literacy Research: Theory, Method, and Practic e.

Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English Language Learners.   Applied Psycholinguistics , 35 (1), 119-153.

Uchikoshi, Y. (2013). Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S.   Reading and Writing: An Interdisciplinary Journal,  26(6), 913-939.

Leung, G. & Uchikoshi, Y. (2012). Relationships among language ideologies, family language policies, and children’s language achievement: A look at Cantonese-English bilinguals in the U.S.   Bilingual Research Journal.

Marinova-Todd, S. & Uchikoshi, Y.  (2010).  The role of L1 on the oral language development in English: The case of Chinese and Spanish.  In A.Y. Durgunoglu  &  C. Goldenberg (Eds.).  Language and Literacy Development in Bilingual Settings.   NY: Guilford.

Reyes, I. & Uchikoshi, Y.  (2009).  Emergent literacy in immigrant children: Home and school environment interface.   In E. Grigorenko and R.Takanishi (Eds.).   Immigration, Diversity, and Education .  Routledge: Taylor and Francis Group. Close.

child development new project

Jennifer Van Hook, Ph.D.

Roy C. Buck Professor of Sociology and Demography Pennsylvania State University

Project Title: Obesity Among Young Children of Immigrants Read More.

Van Hook, J. & Baker, E. (2010). Big boys and little girls: Gender, acculturation, and weight among young children of immigrants. Journal of Health and Social Behavior, 51 (2), 200-214.

Abstract: Previous research fails to find a consistent association between obesity and acculturation for children. We theorize that social isolation shelters children of immigrants from the U.S. “obesiogenic” environment, but this protective effect is offset by immigrant parents’ limited capacity to identify and manage this health risk in the United States. We further theorize that these factors affect boys more than girls. We use data from over 20,000 children in the Early Childhood Longitudinal Study Kindergarten Cohort and find that boys whose parents were raised outside the United States weighed more and gained weight faster than any other group. However, within this group, sons of low English-proficient parents gained weight more slowly than sons of English-proficient parents. The results thus suggest that two dimensions of low acculturation — foreign place of socialization and social isolation — affect children’s weight gain in opposite directions and are more important for boys than girls.

2004 Young Scholars (Cohort 2)

child development new project

Neeraj Kaushal, Ph.D.

Professor of Social Policy Columbia University

Project Title: Welfare Reform and Health of Children in Immigrant Families Read More.

Kaushal, N. & Robert K. (2005). Welfare Reform and Health Insurance of Immigrants. Health Services Research, 40 (3), 697-722.

Abstract: To investigate the effect of the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) on the health insurance coverage of foreign- and U.S.-born families headed by low-educated women. Secondary data from the March series of the Current Population Surveys for 1994 – 2001. Multivariate regression methods and a pre- and post-test with comparison group research design (difference-in-differences) are used to estimate the effect of welfare reform on the health insurance coverage of low-educated, foreign- and U.S.-born unmarried women and their children. Heterogenous responses by states to create substitute Temporary Aid to Needy Families or Medicaid programs for newly arrived immigrants are used to investigate whether the estimated effect of PRWORA on newly arrived immigrants is related to the actual provisions of the law, or the result of fears engendered by the law. PRWORA increased the proportion of uninsured among low-educated, foreign-born, unmarried women by 9.9 – 10.7 percentage points. In contrast, the effect of PRWORA on the health insurance coverage of similar U.S.-born women is negligible. PRWORA also increased the proportion of uninsured among foreign-born children living with low-educated, single mothers by 13.5 percentage points. Again, the policy had little effect on the health insurance coverage of the children of U.S.-born, low-educated single mothers. There is some evidence that the fear and uncertainty engendered by the law had an effect on immigrant health insurance coverage. This research demonstrates that PRWORA adversely affected the health insurance of low-educated, unmarried, immigrant women and their children. In the case of unmarried women, it may be partly because the jobs that they obtained in response to PRWORA were less likely to provide health insurance. The research also suggests that PRWORA may have engendered fear among immigrants and dampened their enrollment in safety net programs. Close.

child development new project

Iliana Reyes, Ph.D.

Associate Professor of Early Childhood, Education and Immigration Studies; Center for Latin American Studies University of Arizona

Project Title: Emergent Literacy and Immigrant Children: Using Parent-Child Interactions to Foster Literacy in Spanish-Speaking Children Read More.

Reyes, I. (2006). Exploring connections between emergent biliteracy and bilingualism.  Journal of Early Childhood Literacy, 6 (3), 267-292.

Abstract: This article explores the ways in which young emergent bilingual children begin to develop literacy in two languages, Spanish and English. Three case studies of four-year-old Mexican-background children and their families living in southern Arizona are presented from a qualitative socio-psycholinguistic perspective. The children’s home and classroom interactions were observed and analyzed for patterns of language and literacy in their two languages. The findings show that these emergent bilinguals learn and develop their own ‘theories’ and ‘concepts’ about language and literacy from an early age. The conversational participants and interlocutors were among the factors that directly influenced children’s development of language and literacy in Spanish and English. In addition, context was another important factor that contributed positively to the development of their emergent bilingualism and biliteracy. Finally, I discuss the language-literacy strategies that these Mexican-background children use as they try to make sense of their metalinguistic and biliteracy knowledge, while developing additional literacy tools and resources in both Spanish and English.

Reyes, I., & Uchikoshi, Y. (2010). Families and Young Immigrant Children: Learning and Understanding their Home and School Literacy Experiences. In R. Takanishi & Grigorenko, E. (Eds.), Immigration, Diversity, and Education ( pp. 259-275) . New York:  Routledge.

Reyes, I. (2010). Learning from Young Bilingual Children’s explorations of Language and Literacy at Home and School. In Defying Convention, Inventing the Future in Literacy Research and Practice: Essays in Tribute of Ken and Yetta Goodman ( pp. 144-159). New York: Routledge.

Reyes, I., & Azuara, P. (2008). Emergent biliteracy in young Mexican immigrant children. Reading Research Quarterly, 43 (4), 374-398 .

Reyes, I., Alexandra, D., & Azuara, P. (2007). Home literacy practices in Mexican households . Cultura y Educación, 19( 4), 463-474. Close.

2003 Young Scholars (Cohort 1)

child development new project

Robert L. Crosnoe, Ph.D.

Professor and Chair, Sociology University of Texas at Austin

Project Title: The Developmental Trajectories of Immigrant Children: Education, Health, Parenting, and School Context Read More.

Crosnoe, R. (2006). Health and the education of children from racial/ethnic minority and immigrant families. Journal of Health and Social Behavior , 47 , 77-93.

Abstract: Building on a conceptual model of the transition to elementary school, this study explored the role of health in the early cognitive achievement of children from various racial/ethnic minority and immigrant families by applying multilevel modeling to data from a nationally representative sample of American kindergarteners. Whites tended to have the best physical health before transitioning to first grade. Children from immigrant Latino/a and Asian families had the worst physical health but the best mental health. Compared to white children from native families, these health differentials partially explained the lower math achievement and achievement growth of black children (whether from native or immigrant families) in first grade as well as the lower math achievement of children from Latino/a immigrant families and the lower achievement growth of children from Asian immigrant families during this period.

Additional Resouces:

Books Crosnoe, Robert. (2006). Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed . Palo Alto, CA: Stanford University Press.

Journal Articles Crosnoe, R. & Wildsmith, E. (2011). Non-Marital Fertility, Family Structure, and the School Readiness of Young Children from Different Race/Ethnic Groups. Applied Developmental Science, 15 , 156-170.

Crosnoe, R. & Lopez-Turley, R. (2011). The K-12 Educational Outcomes of Immigrant Youth. Future of Children, 21 , 129-152.

Crosnoe, R. & Kalil, A. (2010). Educational Progress and Parenting among Mexican Immigrant Mothers of Young Children. Journal of Marriage and Family, 72 , 976-989.

Crosnoe, R.. (2009). Family-School Connections and the Transitions of Low-Income Youth and English Language Learners from Middle School into High School. Developmental Psychology, 45 , 1061-1076.

Crosnoe, R. (2007). Early Child Care and the School Readiness of Children from Mexican Immigrant Families. International Migration Review, 41 , 152-181.

Crosnoe, R. (2006). Health and the Education of Children from Racial/Ethnic Minority and Immigrant Families. Journal of Health and Social Behavior, 47 ,77-93.

Crosnoe, R. (2005). Double Disadvantage or Signs of Resilience: The Elementary School Contexts of Children from Mexican Immigrant Families. American Educational Research Journal, 42,  269-303.

Chapters Crosnoe, R.. (2011). Diversity in the Immigrant Paradox in the Mexican-Origin Population. In C. Garcia-Coll and A. Marks (Eds). The Immigrant Paradox in Children and Adolescents: Is Becoming an American a Developmental Risk ? (pp. 61-76). Washington, DC: American Psychological Association.

Crosnoe, R.. (2010). Two Generation Strategies and Involving Immigrant Parents in Children’s Education. Policy Brief for Urban Institute.

Kalil, A. & Crosnoe, C. (2009). Two Generations of Educational Progress in Latin American Immigrant Families in the U.S: A Conceptual Framework for a New Policy Context. In R. Takanishi & E. Grigorenko (Eds.). Immigration, diversity, and education (pp. 188-204). London, UK: Routledge/Taylor.

child development new project

Elena L. Grigorenko, Ph.D.

Professor of Psychology, University of Houston Professor of Molecular and Human Genetics and Pediatrics, Baylor College of Medicine

Project Title: Risk and Protective Factors for the Development of Socio-emotional and Learning Difficulties in Children Adopted from Russia: A Multi-Group Comparison Read More.

Grigorenko, E. L., & Takanishi, R. (Eds.). (2009) Immigration, diversity, and education. New York, NY: Taylor & Francis Books.

Abstract: This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.

Naumova, O. Yu., Dozier, M., Dobrynin, P. V., Grigorev, K., Wallin, A., Jeltova, I., Lee, M., Raefski, A., Grigorenko, E. L. (2018). Developmental dynamics of the epigenome: a longitudinal study of three toddlers. Neurotoxicology and Teratology , 66 , 125-131. doi:10.1016/j.ntt.2017.12.006

Rakhlin, N., Hein, S., Doyle, N., Hart, L., Koposov, R., Macomber, D., Ruchkin, V., Strelina, A., Tan, M., Grigorenko, E. L. (2018). Sources of heterogeneity in developmental outcomes of children with past and current experiences of institutionalization in Russia: a four-group comparison. American Journal of Orthopsychiatry , 87 , 242-255. doi:10.1037/ort0000146

Hein, S., Tan, M., Rakhlin, N., Doyle, N., Hart, L., Macomber, D., Ruchkin, V., Grigorenko, E. L. (2017). Psychological and sociocultural adaptation of children adopted from Russia and their associations with pre-adoption risk factors and parenting. Journal of Child and Family Studies , 26 , 2669 – 2680, doi:10.1007/s10826-017-0782-9

Rakhlin, N., Hein, S., Doyle, N., Hart, L., Koposov, R., Macomber, D., Ruchkin, V., Strelina, A., Tan, M., Grigorenko, E. L. (2017). Sources of heterogeneity in developmental outcomes of children with past and current experiences of institutionalization in Russia: a four-group comparison. American Journal of Orthopsychiatry , 87 , 242-255. doi:10.1037/ort0000146

Rakhlin, N., Hein, S., Doyle, N., Hart, L., Macomber, D., Ruchkin, V., Tan, M., Grigorenko, E. (2015). Language development in internationally adopted children: Adverse early experiences outweigh the age of acquisition effect. Journal of Communication Disorders , 57 , 66 – 80. doi:10.1016/j.jcomdis.2015.08.003

Naumova, O., Lee, M., Koposov, R., Szyf, M., Dozier, M., Grigorenko, E. L. (2012). Differential patterns of whole-genome DNA methylation in institutionalized children and children raised by their biological parents. Development and Psychopathology , 24 , 143-155. PMID: 22123582, PMCID: PMC3470853.

Grigorenko, E. L. (Ed.). (2012). U.S. immigration and education: Cultural and policy issues across the lifespan . New York, NY: Springer. Close.

child development new project

Wen-Jui Han, Ph.D.

Professor, Silver School of Social Work New York University

Project Title: Cognitive and Socio-Emotional Outcomes of Children of Immigrants Read More.

Han, W-J. (2006). Academic achievements of children in immigrant families. Educational Research and Reviews, 1 (8), 286-318.

Abstract: Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children’s immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children’s academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed.

Han, W-J. (2012). Bilingualism and academic achievement. Child Development , 83 (1), 300-321. Received the 2014 Society for Social Work and Research Excellence in Research Award.

Han, W-J. (2012). Bilingualism and academic achievement: Does generation status make a difference? In C. Garcia Coll & A. Marks (Eds.), The Immigrant Paradox in Children and Adolescents: Is Becoming American a Developmental Risk? (pp. 161-184). New York, NY: American Psychological Association.

Han, W-J. (2010). Bilingualism and Socioemotional Well-Being. Children and Youth Services Review, 32 (5), 720-731.

Han, W-J. & Huang, C-C. (2010). The Forgotten Treasure: Bilingualism and Children’s Emotional and Behavioral Health. American Journal of Public Health , 100 (5), 831-838.

Han, W-J. & Bridglall, B. L. (2009). Assessing school supports for ELL students using ECLS-K. Early Childhood Research Quarterly , 24 , 445-462.

Han, W-J. (2008). The academic trajectories of children of immigrants and their school environments. Developmental Psychology, 44 (6), 1572-1590. Close.

child development new project

Krista Perreira, Ph.D.

Professor, Department of Social Medicine The University of North Carolina at Chapel Hill

Project Title: Immigrants, Parenting, and Infant/Toddler Well-Being Read More.

Perreira, K. M., & Cortes, K. E. (2006).  Race/Ethnicity and Nativity Differences in Alcohol and Tobacco Use During Pregnancy.  American Journal of Public Health, 96 (6), 1629-1636.

Abstract: We examined race/ethnicity and nativity correlates of prenatal substance use. Using data on a nationally representative cohort of pregnant women in US cities (N=4185), we evaluated the relative importance of socioeconomic status, paternal health behaviors, social support, and maternal stress and health history in explaining variations in prenatal substance use by race/ethnicity and nativity. Maternal stress and health history appeared to fully explain differences in alcohol use by nativity, but these and other factors could not explain differences in prenatal smoking. For all races/ethnicities, paternal health behaviors were most strongly associated with maternal substance use. Except among Black women, socioeconomic background bore little relation to prenatal substance use after adjustment for more proximal risk factors (e.g., paternal and maternal health behaviors). Social support was most protective among Hispanic women. Foreign-born immigrant women are at equal risk of prenatal alcohol use compared with similarly situated US-born women and should not be overlooked in the design of interventions for at-risk women. Furthermore, the inclusion of fathers and the development of social support structures for at-risk women can strengthen interventions. Close.

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ScienceDaily

How parents can help prevent the development of ADHD symptoms

Adhd can be stemmed through specific parenting behaviours, according to study.

Parents of young children with an excitable or exuberant temperament could adapt their parenting style to help moderate their child's potential development of Attention Deficit/Hyperactivity Disorder (ADHD), according to a new study co-authored by a University of Waterloo researcher.

Developmental psychologists know that temperament, parenting, and the brain's executive functions are interconnected factors in developing ADHD symptoms throughout childhood. But, the study found specific factors that predict a higher chance of ADHD symptoms, pointing to the importance of early targeted intervention.

"A collection of early traits we call exuberance in child temperament, such as high excitement, curiosity and positive responses to unfamiliar people and contexts, combined with family factors might predispose some kids to develop ADHD symptoms," said Dr. Heather Henderson, professor in developmental psychology at Waterloo and a co-author of the study.

"This work demonstrates that parents can really help break down the pathways that lead to ADHD through more directive and engaged parenting behaviours, such as guiding the child with verbal and physical cues as they encounter new situations."

While exuberance in pre-schoolers can be very positive, research shows exuberant children can also have difficulty with self-regulation and executive functions, such as working memory and flexible thinking.

Following 291 children from just four months of age to 15 years, the researchers observed child temperament and parent-child interactions at three years, assessed the child's executive functioning at four years, and analyzed parent-reported ADHD symptoms six times between ages five and 15. The study determined that temperament and parenting work together to impact a child's developing executive functions.

The findings suggest that ADHD symptoms increase throughout childhood when a child shows early exuberant temperament, low to normal executive functions, and receives less directive and engaged parenting as the young child navigates new situations.

"Symptoms of ADHD typically stabilize from ages five to nine and decrease from ages nine to 15. But for predictable cases of very young children with exuberant temperament and less directive parenting, that stabilization may not occur," Henderson said.

"More directive parenting, which is not controlling but guides the child with verbal and physical cues, can help develop the child's self-regulatory skills and prevent their ADHD symptoms from increasing."

The paper, "The Developmental Unfolding of ADHD Symptoms from Early Childhood Through Adolescence: Early Effects of Exuberant Temperament, Parenting and Executive Functioning" by Henderson, Nicole E. Lorenzo, Hong NT Bui, Kathryn A. Degnan, Jennifer M. McDermott, Nathan A. Fox, and Andrea Chronis-Tuscano, was recently published in the journal Research on Child and Adolescent Psychopathology .

  • ADD and ADHD
  • Child Psychology
  • Mental Health
  • Infant and Preschool Learning
  • Learning Disorders
  • Child Development
  • Educational Psychology
  • Hyperactivity
  • Attention-deficit hyperactivity disorder
  • Methylphenidate
  • Adult attention-deficit disorder
  • Controversy about ADHD
  • Early childhood education
  • Child abuse
  • Intellectual giftedness

Story Source:

Materials provided by University of Waterloo . Note: Content may be edited for style and length.

Journal Reference :

  • Nicole E. Lorenzo, Hong N.T. Bui, Kathryn A. Degnan, Jennifer M. McDermott, Heather A. Henderson, Nathan A. Fox, Andrea Chronis-Tuscano. The Developmental Unfolding of ADHD Symptoms from Early Childhood Through Adolescence: Early Effects of Exuberant Temperament, Parenting and Executive Functioning . Research on Child and Adolescent Psychopathology , 2023; DOI: 10.1007/s10802-023-01140-2

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Group Focused on Child Care Sets $40 Million Effort to Help Democrats

The Democratic-allied Campaign for a Family Friendly Economy intends to lift President Biden and important House and Senate races.

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President Biden boarding Air Force One. He is wearing sunglasses and waving.

By Lisa Lerer

  • Feb. 12, 2024

A liberal political organization that promotes economic policies for working families, the Campaign for a Family Friendly Economy, will spend $40 million backing President Biden’s re-election bid and other Democratic candidates for the House and Senate.

Announced on Monday morning, the program is the largest political investment by the Democratic-allied organization, which aims to assist Mr. Biden and to raise the profile of economic issues like the cost of child care and elder care in the 2024 campaign. While those remain top concerns for voters, they have yet to emerge as a central focus of Mr. Biden’s re-election efforts.

The group’s plans, shared first with The New York Times, call for mobilizing a broad swath of Democratic and independent voters in states that will be important to the presidential election and control of Congress: Georgia, Montana, New Hampshire, Pennsylvania, Virginia and Wisconsin. Besides the president, the Campaign for a Family Friendly Economy is planning to support Democratic candidates who back policies including paid family medical leave, lower-cost prescription drugs and affordable child care and elder care.

“You’re going to be hard pressed to find a kitchen table where people aren’t discussing the high cost of caregiving and especially, especially child care,” said Sondra Goldschein, executive director of the group’s political action committee. “People don’t know what Biden and the Democrats have done to help with things like child care, and so that’s where we come in.”

Early in his term, Mr. Biden’s administration pushed through $24 billion to help keep child-care facilities open, as part of a rescue package to combat the pandemic. Those funds expired in September.

Since then, Mr. Biden has fallen short of fulfilling initial pledges to make child care more affordable for families. Proposals that would have provided preschool for more than six million 3- and 4-year-olds, child care and health care subsidies and monthly payments for families with children failed to win support in Congress. Mr. Biden eventually abandoned those legislative plans in favor of bolstering infrastructure and environmental spending.

In April, Mr. Biden signed an executive order instructing federal agencies to find ways to make child care cheaper and more accessible, an effort to make progress on his stalled promise.

J. Glenn Hopkins, president of Hopkins House, a child-care provider in Virginia, said he lost more than half of his employees during the pandemic. He has struggled to hire qualified teachers and child-care providers.

“Where we are now postpandemic is, we are no better than where we were prepandemic,” said Mr. Hopkins, who supports the Campaign for a Family Friendly Economy. “We’re still hunting for quality folks.”

Ms. Goldschein believes her group’s efforts can help build political momentum to transform affordable child-care policies into reality, should Mr. Biden win re-election.

“We really think that the way to ensure that this gets over the finish line is electing that Democratic trifecta and doing so in a way that demonstrates that this is the issue that matters to voters,” she said. “We are laser-focused on building that political momentum.”

With the 2024 campaign beginning to shift gears to a likely rematch between Mr. Biden and former President Donald J. Trump, other liberal organizations have made a series of spending announcements. VoteVets, a group that supports veterans running for office, will spend $45 million to back Mr. Biden and other Democratic candidates. Future Forward, the main Democratic super PAC supporting Mr. Biden’s bid, has a $250 million ad blitz planned . Last month the liberal activist group MoveOn revealed its $32 million program .

Lisa Lerer is a national political reporter for The Times, based in New York. She has covered American politics for nearly two decades. More about Lisa Lerer

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Former President Donald Trump has privately expressed support  for a 16-week national abortion ban  with exceptions — a seeming attempt to satisfy social conservatives who want to further restrict the procedure and voters who want more modest limits.

Trump allies and officials who served in his administration are planning ways to restrict abortion rights if he returns to power  that would go far beyond proposals for a national ban or the laws enacted in conservative states.

Despite big losses in Iowa, New Hampshire and Nevada, and the steep odds  facing her in South Carolina, Nikki Haley says she is going the distance against Trump. Here’s her plan .

Devouring the Establishment:  Long a dominant force over the Republican Party’s institutions, Trump is now moving to fully eradicate their independence  and remake them in his own image as November draws closer.

Letting Insults Fly: Nikki Haley has, until recently, run a fairly positive campaign, even as she has endured relentless criticism from Trump. Her 22-year-old son, Nalin Haley, is not so inclined to pull his punches .

Can Democrats Win Back Latino Men?: A friendship forged in a Las Vegas barbershop offers clues to one of the biggest questions of the presidential election .

Disparate Economic Pictures: Democrats say Nevada’s economy is getting better, while Republicans argue it’s getting worse. Which message resonates more could help make a difference in the pivotal battleground state in November .

Behaving Like an Incumbent: As he rolls toward the Republican nomination, Trump is using the imagery of his presidency  to twist the race in his favor in ways big and small.

Office of the Governor of Alabama

The Office of Alabama Governor Kay Ivey

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Governor Ivey Announces Conecuh Sausage Expanding to Andalusia in $58 Million Growth Project, Creating 110 Jobs

Governor Ivey Announces Conecuh Sausage Expanding to Andalusia in $58 Million Growth Project, Creating 110 Jobs

ANDALUSIA – Governor Kay Ivey announced today that Conecuh Sausage, an iconic Alabama maker of hickory smoked sausages, plans to invest nearly $58 million to open a second production facility in the state, creating 110 jobs in Andalusia.

Conecuh Sausage was founded in Evergreen in 1947, and the production location in Conecuh County will remain operational as the company expands to meet increasing demand for its products.

“Conecuh Sausage is a landmark homegrown brand, and I am thrilled to see that the company continues to grow and thrive right here in ‘Sweet Home Alabama’,” said Governor Ivey. “This growth project will allow Conecuh Sausage to extend the reach of its brand and put its distinctive Alabama flavors in even more kitchens.”

Conecuh Sausage is a family-owned business that produces high-quality meats with a patented blend of seasonings. Its sausage products are sold directly through the company’s online store and Gift Store as well as through local grocery stores, national retailers and independent distribution companies.

Conecuh Sausage owners John Crum Sessions, president, and his son, John Henry Sessions, said they are making their long-term vision a reality in their quest to satisfy the demand for Conecuh Sausage products.

“We are eager to join the Andalusia community and add jobs and growth to the local economy while remaining in the state of Alabama,” the duo said in a statement. “We are thrilled with the opportunity to expand our production facilities and increase distribution to serve our loyal customers.”

As part of the project, the company commits to creating at least 110 new jobs in Andalusia and to investing $57.8 million to construct and equip the new facility in Covington County, according to the Alabama Department of Commerce.

“Conecuh Sausage’s expansion project positions the company for sustained growth while also generating a significant economic impact in the Andalusia area,” said Ellen McNair, Secretary of the Alabama Department of Commerce. “We’re happy that the company decided to expand its production footprint in South Alabama rather than going to another state.”

After researching multiple expansion locations in the Midwest, Conecuh chose to remain in their home state of Alabama.

“This is an exciting and important day for the city of Andalusia,” said Mayor Earl Johnson. “We have been working for decades to be prepared when a company like Conecuh Sausage was ready to expand here, and we appreciate the Sessions family for their confidence in our community and the investment they are making here.

“I cannot overstate the positive impact this facility and the jobs it will generate will have on our community in the coming years,” said Mayor Johnson. “Many people worked very hard to put this project together, and we are appreciative of their efforts.”

Other local officials also applauded Conecuh Sausage’s investment plans in Andalusia.

“For years, I think that many of us have taken pride in being a next-door neighbor to Conecuh County, the home of Conecuh Sausage.  And now, we are privileged to welcome Conecuh Sausage and the Sessions family into our county,” said Covington County Commission Chairman Greg White. “The County Commission commits to doing everything we can to make this a perfect fit as Conecuh Sausage expands into Covington County.”

“Conecuh Sausage has been a part of our menu for more than 75 years,” added Covington County Economic Development Commission Executive Director Rick Clifton. “We are excited to partner with them in their expansion plans for the future.”

A photo from today’s groundbreaking is attached.

Provided by the Office of the Governor of Alabama | governor.alabama.gov

© 2024 Office of the Governor of Alabama

Six residential developments approved in January to create 100 new housing units

child development new project

In January, Escambia County's Development Review Committee approved six new residential development projects.

The six projects will create more than 100 new housing units – including duplexes, townhomes and standalone single-family dwellings – in communities ranging from Myrtle Grove, to Ferry Pass, to Cantonment, to South Navy Boulevard.

Here are the projects that were approved:

New sports venue coming near UWF: New sport gaming venue could be coming to University Parkway

Cedar Village

The developers of Cedar Village plan to construct a 54-townhome subdivision in Northeast Pensacola.

Cedar Village will be built on a 4.36-acre site and its address will be 1610 Lansing Drive, according to the project’s Development Order issued by Escambia County.

DP Developers of North Florida LLC is the owner of the Cedar Village project, according to its site plan filed with Escambia County.

DP Developers initially applied to Escambia County’s Development Review Committee in November for approval of the subdivision’s construction. The project was approved on Jan. 25 after multiple revisions to its final plat drawings over the course of the approval process.

Chadson Street Duplexes

The Chadson Street Duplexes project was approved on Jan. 31. to develop six duplexes in Ferry Pass.

Each duplex unit will be 2,278 square feet, according to the project’s Development Order from the Development Review Committee. The project will be built on a 2.38-acre site and its address will be 415 Chadson St.

The owner of the project is Keith Walther and High Tide Development LLC, according to the project’s site plan.

Davis Acres

Davis Acres is planned to be a minor subdivision with four single-family residential lots, built on a site larger than 20 acres. Each lot will be approximately 5 acres, according to the project’s site plan.

The project will be developed in Cantonment in the 900 Block of River Annex Road.

Gulf Beach Highway Minor Subdivision

The Development Review Committee approved the Gulf Beach Highway Minor SD project on Jan. 31 that will develop a 2.17-acre lot into four parcels.

The parcels will not be uniform in size as the largest parcel is planned to be 0.97 acres while the smallest is planned to be 0.27 acres.

The address of the project will be 10010 Gulf Beach Highway once it is complete, according to the project’s filings with Escambia County.

Larua Street Homes

Father Daughter Properties LLC was approved on Jan. 3 to develop a minor subdivision in Myrtle Grove called Larua Street Homes on Jan. 3.

The project will develop four single-family residential lots on a 1.96-acre site off of West La Rua Street, according to the project’s Development Order from the Development Review Committee.

The subdivision’s address will be 6303 W. La Rua St., according to its site plan.

Navy Boulevard Residential Development

The Navy Boulevard Residential Development project was approved by the Development Review Committee on Jan. 3 to construct a subdivision of 39 attached single-family units across a 3.94-acre site, according to the project’s Development Order from the county.

The owners of the project initially applied for approval to the Development Review Committee on Oct. 20.

The homes will be split into six buildings of attached units, ranging from four to six units in each building. The project will be built at 208 S. Navy Blvd., according to the project’s site plan.

child development new project

Russia establishes special site to fabricate fuel for China’s CFR-600

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A special production site to fabricate fuel for China’s CFR-600 fast reactor under construction has been established at Russia’s Mashinostroitelny Zavod (MSZ - Machine-Building Plant) in Elektrostal (Moscow region), part of Rosatom’s TVEL Fuel Company. 

As part of the project, MSZ had upgraded existing facilities fo the production of fuel for fast reactors, TVEL said on 3 March. Unique equipment has been created and installed, and dummy CFR-600 fuel assemblies have already been manufactured for testing.

The new production site was set up to service an export contract between TVEL and the Chinese company CNLY (part of China National Nuclear Corporation - CNNC) for the supply of uranium fuel for CFR-600 reactors. Construction of the first CFR-600 unit started in Xiapu County, in China's Fujian province in late 2017 followed by the second unit in December 2020. The contract is for the start-up fuel load, as well as refuelling for the first seven years. The start of deliveries is scheduled for 2023.

“The Russian nuclear industry has a unique 40 years of experience in operating fast reactors, as well as in the production of fuel for such facilities,” said TVEL President Natalya Nikipelova. “The Fuel Division of Rosatom is fulfilling its obligations within the framework of Russian-Chinese cooperation in the development of fast reactor technologies. These are unique projects when foreign design fuel is produced in Russia. Since 2010, the first Chinese fast neutron reactor CEFR has been operating on fuel manufactured at the Machine-Building Plant, and for the supply of CFR-600 fuel, a team of specialists from MSZ and TVEL has successfully completed a complex high-tech project to modernise production,” she explained.

A special feature of the new section is its versatility: this equipment will be used to produce fuel intended for both the Chinese CFR-600 and CEFR reactors and the Russian BN-600 reactor of the Beloyarsk NPP. In the near future, the production of standard products for the BN-600 will begin.

The contract for the supply of fuel for the CFR-600 was signed in December 2018 as part of a governmental agreement between Russia and China on cooperation in the construction and operation of a demonstration fast neutron reactor in China. This is part of a wider comprehensive programme of cooperation in the nuclear energy sector over the coming decades. This includes serial construction of the latest Russian NPP power units with generation 3+ VVER-1200 reactors at two sites in China (Tianwan and Xudabao NPPs). A package of intergovernmental documents and framework contracts for these projects was signed in 2018 during a meeting between Russian President Vladimir Putin and Chinese President Xi Jinping.

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ROSATOM starts production of rare-earth magnets for wind power generation

Power Wind Plant

By NS Energy Staff Writer    06 Nov 2020

The first sets of magnets have been manufactured and shipped to the customer

Project Gallery

rosatom

ROSATOM starts production of rare-earth magnets for wind power generation. (Credit: The State Atomic Energy Corporation ROSATOM.)

TVEL Fuel Company of ROSATOM has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of ROSATOM in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of ROSATOM enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

Source: Company Press Release

EPR (Electrical & Power Review) | EPR Magazine logo

Rosatom starts production of rare-earth magnets for wind power generation

November 11, 2020 5:17 pm

Rosatom starts production of rare-earth magnets for wind power generation

T VEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

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After nearly being killed, Warren's Penny Lane affordable housing project back on track.

Neighbors opposed any development.

child development new project

WARREN – The Warren Planning Board reversed its decision Monday night to cut the number of units in an income-restricted housing project nearly in half after realizing that the move was probably illegal under the state's new housing law.

In a meeting that lasted just under eight minutes, the Planning Board unanimously reversed the density-reducing condition placed on the project that reduced the number of proposed units from 40 down to 25.

With the reversal, the project is primed to move forward, assuming it gets funded through RI Housing , the quasi-state agency that doles out major housing funding.

"We think if we're awarded the funds, we will build the 40 units on the site," said project consultant Frank Spinella .

The Penny Lane project is a proposed 40-unit income-restricted, rent-controlled development on 4.5 acres at 581 Child St. in Warren. It is being developed by the  East Bay Community Development Corporation .

Changes to state housing law last year allowed entirely income-restricted housing projects to go up to 12 units per acre, regardless of local zoning regulations. Zoning regulations in most Rhode Island municipalities can ban multi-family developments and create sprawl by requiring new houses go on larger lots.

What is the Penny Lane housing project timeline?

Now that the project has master plan approval without being reduced in density, the East Bay Development Corporation is waiting to see if it will receive funding this round from RI Housing.

While funding for the project comes from more than five sources, the vast majority is from RI Housing. The board is likely to vote on projects receiving funding and tax credits at either the May or June board meetings.

"We're hoping to get it this round and then be under construction next spring," Spinella said.

More: Rhode Island's housing crisis is at a breaking point. How did we get here?

If they do not receive the funding, they will reapply and the project will be pushed back a year, to 2026, he said.

The project has been in the works for three years.

Penny Lane has faced resistance from residents

In Warren, 3.8% of the housing stock is income-restricted , while the state has a mandate of 10%. While only a few homeowning households are "housing-burdened," or paying more than 30% of income on mortgage or rent and utilities, 49% of renters are housing-burdened, according to the 2023 Housing Fact Book.

Multi-family units in Warren, including duplexes, make up 48% of the housing stock but are not allowed by right in the town, although the Fact Book does not specify under what conditions they are legal. Of the residents, 58% own and 42% rent, according to the Fact Book.

During the Planning Board meeting where the board voted to reduce the project density from 40 to 25 units, resident Joan Hunt said developing or changing the neighborhood would be "just wrong," implying that the development would make Warren an urban community.

More: Warren cut the density of a proposed housing project by 38%. Now the town wants to undo that

"The ruse of affordable housing ... is just a lie; no one aspires to get an apartment unless you still live in the Soviet Union," resident Rhett Nanson said.

Spinella said the no-housing sentiment is incredibly strong; he claimed a worker drilling test holes was threatened by a neighbor wielding a shotgun.

During that density-reducing meeting, he was interrupted by a man who said the development would "bring trash to the neighborhood."

Long before there was any development on Child Street in Warren, the area was farmland, Spinella said. When neighbors bemoan new development, or that someone would build on privately owned open land, it ignores the history of housing until recently.

"When they say, 'Why not build what's here?' That's what the people said to the builders who built your neighborhood – 'Why are you building houses?'" Spinella said.

Who could live in the housing?

The 40 housing units would be spread across 14 two-story townhouse-style buildings, while a house on the property would be turned into a duplex of two-bedroom units.

In all, the project proposes eight one-bedroom units, 14 two-bedroom units and 16 three-bedroom units.

The units would be restricted to people making 60% or less of the area median income.

The income limits would be:

  • $43,020 for a single person
  • $49,200 for two people
  • $55,320 for three people
  • $61,440 for four people

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Reporter Patrick Anderson contributed to this report . Reach reporter Wheeler Cowperthwaite at  [email protected]  or follow him on Twitter  @WheelerReporter .

IMAGES

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