Resources

Evidence-based home visiting programs are one avenue for developmental monitoring and promotion. In this study, parents and providers from three home visiting programs were interviewed to understand the ways in which home visiting engages in developmental monitoring and promotion.

This brief synthesizes what researchers learned from family child care home providers and other key system stakeholders regarding the challenges associated with child care subsidies and the downstream impacts on child care slots within the state.

This brief synthesizes what researchers learned from family child care home providers and other key system stakeholders regarding the regulatory challenges associated with opening and operating family child care homes.

This research brief describes the types of home-based care in North Carolina, the value of home-based care to working parents, and why licensed FCCH providers say their numbers are declining.

Using a cluster randomized control trial in a sample of 410 racially- and ethnically-diverse children taught by 102 teachers from 38 classrooms in eight schools, we attempted to identify these mechanisms of action. Results identified two mechanisms of action by which Teacher-Child Interaction Training-Universal worked to benefit children in this sample.

This study examined whether the effect of NC Pre-K funding exposure is moderated by the educational environments children subsequently experience during elementary and middle school. The NC Pre-K effect on
student reading and math achievement in eighth grade was found to be larger in school districts with lower rates of growth in academic achievement.

This study examines one of the mechanisms through which North Carolina’s statewide pre-K program (NC Pre-K) may generate such benefits: improvements in the teaching environments of the elementary schools in which NC Pre-K graduates enroll.

The goal of this study was to examine how multimedia/simulation training and weekly communities of practice related to virtual telepresence robotic consultation influenced consultants’ and childcare staff uptake of the virtual robotic telepresence consultation approach and their acceptance of this technology.

This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina’s NC Pre-K program during the previous year. Higher value-added teachers promoted the skill development of all children, but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.

In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to the early care and education workforce.

In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to availability and affordability.

In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system strengths, needs, and ideas for improvement with respect to young children’s social and emotional development.

In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to school readiness.

This study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. Findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.

This research brief summarizes the findings of randomized control trial evaluations of the Family Connects program. The findings suggest that, when implemented with high quality, Family Connects has been effective at improving maternal and infant health and well-being and reducing health disparities among racial groups.

COVID-19 has led to a child care workforce and mental health crisis for staff, families, and children under age three (infants and toddlers). The current level of stress for chil­dren, families, and infant-toddler early care and education professionals and its impact on infant and toddler well-being needs our attention.

Estimates indicate that a child’s exposure to higher NC Pre-K funding was positively associated with that child’s academic achievement 6 years later. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most.

Current findings build support for the effectiveness of TCIT-U as universal prevention of behavior problems with an ethnically and racially diverse sample of teachers and children, including children with developmental disabilities.

The pandemic profoundly affected American children with disruptions to their schooling and daily care. A new study found that service sector workers who had a young child reported disruption on 24 percent of days in fall 2020. The disruptions were more common in remote learning and had a negative impact on children’s behavior and on parenting mood and behavior.

This brief examines how the benefits of high-quality ECE might simultaneously diminish and persist in the long run. Strategies are then discussed to sustain the impacts of ECE during elementary school.

Early proficiency in math skills is increasingly being seen as an independent area worthy of early curriculum development and policy investment to reduce socioeconomic disparities in children’s school readiness.

The science that informs best practice in early intervention, early childhood education, and early childhood mental health is clear: the most important resource infants and toddlers have is the relationships they develop with adult caregivers. For young children in child care programs, relationships with their teachers are a resource they depend on.

During the spring of 2020, a statewide survey was undertaken to understand how early childhood educators sought to navigate the transition to remote learning during the COVID-19 pandemic.

This brief provides an overview of the various channels through which COVID-19 has affected the lives of children and families, and proposes 4 key actions to help communities heal and build stronger, equitable systems: Create a “new” public health system centered upon a universal approach to care with a focus on equity. Invest in early…

Findings from a Statewide Survey of Teachers, by Robert C. Carr, Ph.D.

Children’s earliest experiences shape their brain’s architecture and create the foundation for healthy development and future learning. High-quality early learning environments support children in meeting critical developmental milestones, and children who attend high-quality early education programs are better prepared for success in school — academically, socially and emotionally.

Inside: Protecting the Physical Well-Being of Essential Child Care Providers and Young Children Supporting the Social-Emotional Well-Being of Essential Child Care Providers and Young Children Caring for Older Children Supporting Child Care Administrators Whose Facilities are Staying Open to Meet Essential Needs

Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs.

Carolyn Barnes uses ethnographic accounts of three organizations to reveal how interacting with government-funded after-school programs can enhance the civic and political lives of low-income citizens.

North Carolina’s Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% other).

This study examines the community-wide effects of investments in two early childhood initiatives in North Carolina (Smart Start and More at Four) on the likelihood of a student being placed into special education.