Associations between center-based care accreditation status and the early educational outcomes of children in the child welfare system

Dinehart, Laura H.; Manfra, Louis; Katz, Lynne; Hartman, Suzanne

doi:10.1016/j.childyouth.2012.02.012

Cited by 35 publications

(7 citation statements)

References 50 publications

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“…For some, accreditation has come to symbolize or even serve as a proxy measure for "quality services" (Grantham, 2011;Knight, Broome, Simpson & Flynn, 2008). Research in the areas of child care (Bloom, 1996;Grachek, 2002), substance abuse treatment (Friedmann, Alexander & D'Aunno, 1999), and healthcare (Dinehart, Manfra, Katz, & Hartman, 2012) has suggested that accredited service providers have better outcomes than non-accredited service providers.…”

Section: Literature Reviewmentioning

confidence: 97%

Nonprofits and Accreditation: Exploring the Implications for Accountability

Carman

Fredericks

2013

International Review of Public Administration

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Section: Literature Reviewmentioning

confidence: 97%

Nonprofits and Accreditation: Exploring the Implications for Accountability

Carman

Fredericks

2013

International Review of Public Administration

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“…These findings confirm the importance of identifying ways to mitigate the deleterious effects of child neglect on the language development of young children. Providing children exposed to neglect with other opportunities to enrich their language skills in a stimulating environment appears to be a winning strategy for maximizing their developmental potential (Dinehart et al, 2012; Hahn et al, 2014). In this regard, given their educational mission, early childhood education (ECE) settings are ideally suited to meet this need (Government of Quebec, 2019).…”

Section: Child Neglect and Language Developmentmentioning

confidence: 99%

Quality of interactions in ECE settings and mean length of utterances among 4-year-old neglected children: Results from the ELLAN Study

et al. 2021

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Language difficulties are frequently characterized by a significantly lower mean length of utterances (MLU) among children experiencing neglect. More opportunities to experience positive interactions, such as in early childhood education (ECE) settings, could help increase these children’s MLU. This study aims to examine the relationship between the quality of interactions within the group in ECE settings attended by children experiencing neglect and the presence of difficulties based on MLU (MLU-Ds). Eighteen (18) neglected (age = 48.26 months, standard deviation [ SD] = 0.37) and 86 non-neglected children (age = 48.07 months, SD = 0.24) participated in this study. To estimate the prevalence of difficulties, the MLU of all the participants was measured using a language sample. The Classroom Assessment Scoring System Pre-K was used to measure the quality of interactions in ECE settings attended by children experiencing neglect. Behavior Management ( p = .0072, adjusted R2 = .47) and Concept Development ( p = .019, adjusted R2 = .15) are associated with the MLU of neglected children presenting MLU-Ds. Although not statistically significant, the results obtained for the dimension of Regard for Child Perspectives ( p = .090, adjusted R2 = .12) raise relevant trends to examine. This study highlights specific dimensions of quality of interactions that are associated with language skills of children experiencing neglect. It also supports the need to continue studies to have a more comprehensive portrait of this association.

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“…Another study exploring the effects of quality preschool on child welfare-involved preschoolers (Dinehart et al, 2012) found that quality preschool positively affected child developmental outcomes for children involved in child welfare at similar rates to children not involved with child welfare. Although both child welfare-involved children and non-child welfare-involved children had positive outcomes associated with quality preschool attendance, children involved in child welfare were less likely to attend quality preschool than their counterparts (Dinehart et al, 2012), indicating that maltreated children involved with child welfare may not have access to the potentially protective supports of quality preschool environments. Mirroring the positive effects found in other studies, Merritt and Klein (2015) found that ECE had a positive influence on language development for maltreated preschoolers.…”

Section: Preschools and Trauma-exposed Childrenmentioning

confidence: 99%

“…There are a handful of studies that explore the impact of preschool and other ECE settings on children who have experienced maltreatment and other trauma (Dinehart, Manfra, Katz, & Hartman, 2012; Lipscomb, Pratt, Schmitt, Pears, & Kim, 2013; Merritt & Klein, 2015). These studies have predominately focused on child welfare-involved populations and generally find that quality preschools can have a positive effect on maltreated children’s development.…”

Section: Trauma-informed Systems For Young Childrenmentioning

confidence: 99%

The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research

Loomis

2018

Topics in Early Childhood Special Education

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Much progress has been made toward determining "what works" to support the well-being of trauma-exposed young children through mental health interventions. However, compared to the number of young children who have access to mental health services, many more young children have access to preschool. Estimates suggest that one in four (Briggs-Gowan, Ford, Fraleigh, McCarthy, & Carter, 2010) to one in two preschool children have experienced a potentially traumatic event (Jimenez, Wade, Lin, Morrow, & Reichman, 2016) and may be in need of trauma-informed supports. However, only 2.5% of preschool-aged children received mental health services in the last year (Child and Adolescent Health Measurement Initiative, 2016), indicating a large gap between exposure to trauma and receipt of services for young children. Comparatively, approximately 48% of children aged 3 and 4 years, almost four million children, are enrolled in preschool annually (U.S. Census Bureau, 2016). In some states, upward of 80% of children will have spent at least some time in a preschool setting by the time they reach kindergarten (Updegrove, Long, & Ruth, 2017). Preschools are potential natural systems of care that can be leveraged to support children who have experienced trauma. However, there is little research to suggest best practices for trauma-informed preschools, this despite the fact that young children are exposed to trauma at disproportionate rates compared with older children (Fantuzzo & Fusco, 2007; Lieberman, Chu, Van Horn, & Harris, 2011), the negative effects of which are well-established. This conceptual article details the need for and highlights recommendations to guide the development of trauma-informed preschool models for young children. This article does so by discussing the known prevalence and impact of early trauma, exploring evidence related to early childhood trauma interventions and trauma-informed education for older children, and outlining recommendations for key components of trauma-informed preschool models. Recommendations for policies to support trauma-informed preschool models and for future research are also discussed. Early Adversity Young children experience particularly high rates of adversity and trauma. By age 4, 25% to 50% of preschool-aged 789254T ECXXX10.

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Associations between center-based care accreditation status and the early educational outcomes of children in the child welfare system

Cited by 35 publications

References 50 publications

Nonprofits and Accreditation: Exploring the Implications for Accountability

Nonprofits and Accreditation: Exploring the Implications for Accountability

Quality of interactions in ECE settings and mean length of utterances among 4-year-old neglected children: Results from the ELLAN Study

The Role of Preschool as a Point of Intervention and Prevention for Trauma-Exposed Children: Recommendations for Practice, Policy, and Research

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