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Infant and Toddlers

CAP family life study: Year 4 report: January, 2014 - December, 2014

Individual Author: 
Chase-Lansdale, P. Lindsay
Sommer, Teresa Eckrich
Sabol, Terri J.
King, Christopher T.
Yoshikawa, Hirokazu
Brooks-Gunn, Jeanne
Chor, Elise

CAP Tulsa is at the forefront of two-generation education programming and research for low-income parents and their children. This anti-poverty community action agency in Tulsa, Oklahoma has been highly successful to date in helping parents advance educationally and attain workforce-applicable certification in the healthcare field while their young children are engaged in CAP Tulsa’s high-quality early education programs.

CAP family life study: Year 3 report: September, 2012 - December, 2013

Individual Author: 
Chase-Lansdale, P. Lindsay
Sommer, Teresa Eckrich
Sabol, Terri J.
King, Christopher T.
Smith, Tara
Yoshikawa, Hirokazu
Brooks-Gunn, Jeanne

CareerAdvance®— administered by the Community Action Project of Tulsa County (CAP Tulsa)— combines Head Start services with education and stackable training in the healthcare sector. The program draws on the best innovations from the adult education literature by offering a sequence of programs in partnership with community colleges so that participants can make concrete progress, exit at various points with certificates, and then return for further advancement.

The language and literacy development of young dual language learners: A critical review

Individual Author: 
Scheffner Hammer, Carol
Hoff, Erika
Uchikoshi, Yuuko
Gillanders, Cristina
Castro, Dina C.
Sandilos, Lia E.

The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000 and 2011 yielded 182 peer-reviewed articles.

Children and the elderly: Wealth inequality among America’s dependents

Individual Author: 
Gibson-Davis, Christina M.
Percheski, Christine

Life cycle theory predicts that elderly households have higher levels of wealth than households with children, but these wealth gaps are likely dynamic, responding to changes in labor market conditions, patterns of debt accumulation, and the overall economic context. Using Survey of Consumer Finances data from 1989 through 2013, we compare wealth levels between and within the two groups that make up America’s dependents: the elderly and child households (households with a resident child aged 18 or younger).

Comparison of health, development, maternal bonding, and poverty among children born after denial of abortion vs after pregnancies subsequent to an abortion

Individual Author: 
Foster, Diana Greene
Biggs, M. Antonia
Raifman, Sarah
Gipson, Jessica
Kimport, Katrina
Rocca, Corinne H.

Importance  Evidence indicates that there are potential health, development, and maternal bonding consequences for children born from unwanted pregnancies.

Objective  To examine the association of women receiving or being denied a wanted abortion with their children’s health and well-being.

Timing of poverty in childhood and adolescent health: Evidence from the US and UK

Individual Author: 
Green, Michael J.
Stritzel, Haley
Smith, Chelsea
Popham, Frank
Crosnoe, Robert

Childhood poverty is associated with poorer adolescent health and health behaviours, but the importance of the timing of poverty remains unclear. There may be critical or sensitive periods in early life or early adolescence, or poverty may have cumulative effects throughout childhood. Understanding when poverty is most important can support efficient timing of interventions to raise family income or buffer against the effects of low income, but answers may vary across social contexts.

Patterns of poverty exposure and children’s trajectories of externalizing and internalizing behaviors

Individual Author: 
Comeau, Jinette
Boyle, Michael H.

Using data from the Child Supplement of the National Longitudinal Survey of Youth, we compare trajectories of externalizing and internalizing behaviors among children exposed to five patterns of poverty from birth to age 14: always or never poor – stable patterns; a single transition into or out of poverty, or repeated fluctuations in and out of poverty – changing patterns. We also examine how low maternal education and single parenthood interact with these poverty exposures to compound their adverse effects.

A randomized controlled trial of Child FIRST: A comprehensive home-based intervention translating research into early childhood practice

Individual Author: 
Lowell, Darcy I.
Carter, Alice S.
Godoy, Leandra
Paulicin, Belinda
Briggs-Gowan, Margaret J.

This randomized, controlled trial was designed to document the effectiveness of Child FIRST (Child and Family Interagency, Resource, Support, and Training), a home-based psychotherapeutic, parent-child intervention embedded in a system of care. Multirisk urban mothers and children, ages 6-36 months (= 157) participated. At the 12-month follow-up, Child FIRST children had improved language (odd ratio [OR] = 4.4) and externalizing symptoms (OR = 4.7) compared to Usual Care children.

Are there long-term effects of early child care?

Individual Author: 
Belsky, Jay
Lowe Vandell, Deborah
Burchinal, Margaret
Clarke-Stewart, K. Alison
McCartney, Kathleen
Tresch Owen, Margaret

Effects of early child care on children's functioning from 4 1/2 years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher-reported externalizing problems.