Infant Toddler Research and Evaluation
Research
- Infant and Toddler Child Care
- Infant and Toddler Development
(Social, Emotional, Cognitive and Physical) - Brain Development
- Early Intervention
- Infant and Toddler Mental Health
- Public Policies
- Reflective Practices
- Screening, Assessment and Diagnosis
Evaluation
Early Childhood Assessment: Why, What, and How?
Infant and Toddler Child Care
The research on early childhood development makes a compelling case that high quality child care for infants and toddlers has long term benefits. We present the research on indicators of high-quality infant/toddler care, and other helpful information for parents seeking high quality child care.
- A checklist and support for child care and how to be educated in looking for the best care. The University of Illinois has put together a checklist to empower parents in the process of finding a child care provider which helps to ensure that their decisions are well thought out. Link
- Study comparing the quality of care in infant and toddler classrooms across inclusive and noninclusive classrooms. Quality was measured using the Infant/Toddler Environment Rating Scale-Revised (ITERS-R). An exploratory and confirmatory factor analysis revealed four distinct dimensions of quality within the ITERS-R. Inclusive classrooms were higher in quality on the overall scale as well as on three of the four factor-based scales. Teachers reported, on average, that children had mild to moderate disabilities. Correlational analyses indicated that neither having more children with disabilities nor having children with more severe disabilities was associated with higher or lower quality scores. Teacher education and teacher-child ratios were important predictors of quality. Link
- A full picture of quality infant and toddler child care is given through historical facts, well rounded research, explanation and educated recommendation. Zero to Three 2009 explanation, history and recommendation. Link
- Zero to Three has a section called National Infant and Toddler Child Care Initiative who have compiled a "Responsive care giving resource list" that includes several helpful links for providers to other organizations as well as a list of publications that might be of interest. Please click the link below for the full text document and links. Link
- Early Learning Guidelines for Infants and Toddler: Recommendations for States. This document is meant to serve as recommendations to states in revising and creating guidelines for teaching infant and toddlers from birth to three years of age. As new research brings new data, it's important for the states to stay updated in what best benefits their infants and toddlers. Documents such as this one are meant to serve that purpose. Link
- High quality child care is a challenge faced by parents of infants and toddlers all across the United States. Infants and toddlers come from all ethnic backgrounds of families that simply want what is best for their child. It is important that parents are able to provide their infant or toddler with high quality child care so that their child gets the best in child development. The following document provides an overview of research, along with policy recommendations to increase the supply for high-quality child care arrangements. Link
- Essays drawn from research, theory, clinical case studies, and carefully documented practice by leading experts in infant/toddler development. Each essay represents current thinking in the field of infant/toddler development and care. Link
- Are relationships between parents and providers really important? Research has shown that children are affected by the quality of relationships between care providers and parents. There are also differences in parenting when staff act in certain ways. Read the following article "Relationships between Staff and Families in Early Head Start: Do They Matter?" Click link below for more details. Link
Infant and Toddler Development
The early childhood experience can and does strongly influence the actual physical architecture of the brain and literally shapes the neural connections. To take advantage of this natural growth, its best done through maximizing the early childhood experience. This research and policy report informs us of such practices. Link
- Helping Young Children Succeed: Strategies to Promote Early Childhood Social and Emotional DevelopmentLink
- Early Childhood Indicators of Progress (2007), put together by the Minnesota Department of Human Services and the Minnesota Department of Health, is a resource for Minnesota's early learning guidelines for children from birth through age three. This document includes information about infant and toddler developmental stages, individual differences in children, indicators of progress, and more. For more information please click the link below for the full text document. Link
Infant and Toddler Brain Development
Brain architecture is developed beginning at conception and continuing into the early years of life. The material contained in this section stresses the importance of healthy brain development as a foundation to competence and wellbeing.
- Brain Development and its Implications: A twelve page overview of what we know about early brain development, what we need to know and its implications for policy and practice. Link
- Integrating an Understanding of Brain Development into Early Childhood Education: To include brain development education as part of early educators' learning with infant and toddlers is a very important step. This research done on the brain is to identify and implement early brain development curriculum. Link
- Childcare Workers' Knowledge about the Brain and Developmentally Appropriate Practice: Knowing where the child care worker gets their information on child brain development is just as important as the knowledge itself. This is a study of 59 child care workers' knowledge and sources of information about the link between brain development and developmentally appropriate practice (DAP). Link
- Brain Development & early research: A one page fact sheet showing why early learning experience and high quality learning is essential. Link
- Neuroscience Perspectives on Disparities in School Readiness and Cognitive Achievement: Children's brains are like a sponge that grows very fast, and recent medical advances have made possible for us to see images of such growth. Looking at the brain along with what the child goes through as an individual, is crucial in learning what is good and what can help prevent harm that the child's surroundings can create. This paper explores disparities in school readiness and cognitive achievement from neuroscience perspectives. Link
Early Intervention
Incredible Years
Date of Review: August 2007Incredible Years is an intervention program for 2 year old toddlers to 12 year old children. This multifaceted and developmentally based curriculum program also targets the parents and teachers. This program has three components that are designed to work in collaboration to promote social and emotional competence and to prevent, reduce and treat behavioral and emotional problems in young children. The first link is the website to the actual program and the second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
Parenting Wisely
Date of Review: February 2008Parenting Wisely is a program designed for parents of toddlers, age 3 and can be used for children up to the age of 18. It is an interactive computer-based training program that shows parents different, but typical family struggles that affect toddlers and children, and gives options of answers to choose from. This program is based on social learning, cognitive behavioral and family system theories. The basics of the program are to assist parents in increasing their communication and disciplinary skills. The first link is the web site to the actual program and second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
Triple P - Positive Parenting Program
Date of Review: January 2008Triple P - Positive Parenting Program is for families with children from birth to age 12. The program is designed for many cultural groups. This multilevel system program is designed to prevent social, emotional, behavioral and developmental problems in children by raising parents knowledge level, skills, and confidence. The program is founded in social learning theory and draws on cognitive, developmental and public health theories. The program has five intervention levels that increase to meet families specific needs. The first link is the website to the actual program and second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
Active Parenting Now
Date of Review: May 2008Active Parenting Now program is for parents of 2 to 12 year olds. It's a video education program based on the application of Adlerian parenting theory. Its purpose is to help parents in learning how to raise their toddlers and children through encouragement, building the child's self esteem, and building a relationship that is based on active listening, honest communication, and problem solving. The program is also designed to teach parents how to use natural and logical consequences in order to reduce unacceptable behaviors. The first link is the website to the actual program and the second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
Al's Pals: Kids Making Healthy Choices
Date of Review: July 2008Al's Pals is a program for toddlers of age 3 to children of age 8 in preschool, kindergarten, and first grade. It is a 46 session interactive curriculum spread out over a span of one year and is delivered by trained classroom teachers. It is a school based prevention program which seeks to develop social-emotional skills in toddlers and children, such as self-control, problem-solving, and healthy decision-making. The program's main focus is to help the preschoolers, kindergarteners and first graders to overcome difficulties and fully develop their talents and capabilities. It also teaches problem-solving, promotes appreciation of differences and positive social relationships, prevents and addresses bullying behavior etc. The first link is the website to the actual program and the second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
Partners with Families and Children: Spokane
Date of Review: April 2008The Partners with Families and Children program is a multidisciplinary intervention based on wraparound service principles and attachment theory. It is for parents of infants and toddlers less than 30 months of age and is referred by child protective services, law enforcement, or other public health agencies. The main focus is given to parental coaching as a way to improve parent-child interactions and relationships. The first link is the website to the actual program and the second link is the evaluation of the program by National Registry of Evidence-based Programs and Practices (NREPP). Link 1 & Link 2
How Early Intervention Works (MN) - This module is based on Early Childhood Special Education (ECSE) in Minnesota. Covering topics related to the 13 disability categories, screening, process and resources available to children and parents. Link
Impacts of Early Childhood Programs - include five research briefs related to policy makers and providing effective early child care programs and the influences of these programs on families. Link
Infant and Toddler Mental Health
Infant and Toddler Mental Health is an important topic. Children from birth are building relationships with parents and others close to them. These relationships are a large part of a child's social and emotional health. The links below provide more detailed information about mental health and children birth to three.
- Minnesota Infant Mental Health - This is a project coordinated be CEED and funded byt he Minnesota Department of Healthy, Human Services, and Education. CEED offers an online course three times a year for non-clinical purposes geared towards child care providers. Link
- Introduction to Mental Health Course - A direct link to the online course schedule. Link
- Bridging Education and Mental Health Module (BEAM) - This learning module explores why children misbehave and options for child care providers and teachers. Link
- Predicting Preschool Cognitive Development from Infant Temperament, Maternal Sensitivity, and Psychosocial Risk - This paper is on a correlation research study that involves repeated observations of the same items over long periods of time while investigating the relative contributions of infant temperament, maternal sensitivity, and psychosocial risk to individual differences in preschool children's cognitive development. Another examination is on specific moderating effects. It also examines specific moderating effects between predictors and specific mediating roles of maternal sensitivity in the relation between psychosocial risk and children's cognitive development. Link
- Provider Recognition of Psychosocial Problems in Low-Income Latino Children - This study poses the question of how frequently psychosocial problems in Latino children are identified by primary care providers (PCPs) and if PCPs miss symptoms of mental health difficulties, especially anxiety and depression in low income Latino children. Link
- Why Organizational Ties Matter for Neighborhood Effects: Resource Access through Childcare Centers - A case study on childcare centers organizational ties and whether neighborhood poverty affects their capacity to provide parents access to important resources. Link
- The Early Promotional and Intervention Research Consortium (E-PIRC): Five Approaches to Improving Infant and Toddler Mental Health in Early Head Start - The early promotional and intervention research shows five approaches that will help in improving infant and toddler mental health. This research takes in to consideration many different angles to keep all parties in mind so that infants and toddlers get the best outcome towards their mental health. Link
Public Policies
- Seizing the potential: Quality infant-toddler child care - Policy recommendations for increasing access to high-quality child care for infants and toddlers. As more mothers enter the labor force to help support their families, child care takes top priority over the health and wellbeing of children under the age of 3. Quality child care is the hope and an important part of our culture that needs to be protected and nurtured. Link
- Charting Progress for Babies in Child Care: POLICY FRAMEWORK SUMMARY - Research shows that the relationship between infant & toddlers and their care provider can and does influence child development including intelligence, language, emotions, and social competence. State polices have the ability to promote quality and stability of early childhood experiences that, in turn, positively impacts the health and growth of babies and toddlers in all childcare settings. Link
- This website introduces "State Policy Recommendations". For example from birth, poor quality of child care can cause negative outcomes for children's cognitive, social and emotional development. Thus, a low-income family has difficulty in providing high quality child care. In order to support those families, states strive to provide programs to meet their needs by expanding the availability high quality child care. Link
- Essays drawn from research, theory, clinical case studies, and carefully documented practice by leading experts in infant/toddler development. Also includes an audio clip about Early Brain Development and Public Policy. Link
- The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. Founded in 1926, NAEYC is the world's largest organization working on behalf of young children with nearly 90,000 members, a national network of over 300 local, state, and regional Affiliates, and a growing global alliance of like-minded organizations. Here's a link to NAEYC's Public Policy Overview: Link
Reflective Practices
- Supporting a diverse and culturally competent workforce: Charting Progress for Babies in Child Care research-based rationale - As infants and toddlers personalities and sense of self grow, early care experiences help to shape their cultural identities. This reading show us the importance of caregivers and providers needing to understand babies and toddlers developmental process of their core identity as members of cultural groups and how they may convey their own ideas about diverse cultural groups to children in their care. Link
- Inside the content of infant-toddler early learning guidelines - A 68 page guideline covering top to bottom, the results from analyses, issues to consider, and recommendations towards infant and toddler early learning. Link
- Reflective Practice and Professional Development - This article investigates the importance of reflective teaching styles and how they are beneficial to both pre-service and in-service teachers. Link
Screening, Assessment and Diagnosis
- Developmental and Social-Emotional Screening of Young Children in Minnesota offers a brief introduction to the different screening processes and tools with additional information available through active links within this webpage page. Please click on the link below to view the entire webpage. Link
- The Developmental and Social-Emotional Screening Module can be used to identify the purpose in social-emotional screening, when this screening should occur, and more. Link
- The Early Childhood Screening - Developmental Screening webpage through the Department of Education offers information about the screening process, screening tools available, and program requirements. Link
- The Early Childhood Screening - Standards & Instruments web page makes links available for program standards and frameworks. Link
- Developmental and Social-Emotional Screening of Young Children in Minnesota - Frequently Asked Questions (FAQs) links to the program information and gives answers to the most frequently asked questions regarding this type of screening. Link
- The First Signs: Red Flags and Referral - This module will raise awareness for providers related to milestones and red flags in early childhood development. Link
Evaluation
Early Childhood Assessment: Why, What, and How?
A 311 page report put together by years of effort of the Committee on Developmental Outcomes and Assessments for Young Children. Developmental outcomes and assessments for young children was done by gathering and reviewing literature, listening to presentations and briefings of experts and stakeholders and then using the information by attempting to provide the best advice on issues related to assessing children from birth to age 5. Link
