The relationship between child care subsidies and children's cognitive development

Hawkinson, Laura E.; Griffen, Andrew S.; Dong, Nianbo; Maynard, Rebecca

doi:10.1016/j.ecresq.2012.10.002

Cited by 27 publications

(26 citation statements)

References 56 publications

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“…WIC, Head-Start, HANDS, First Steps) that are designed to give “at-risk” children a healthy start [34–36]. Parents who are burdened with the stressors of managing and coping with a myriad of social and economic realities may not possess the efficacy needed to provide specific interactions that are found to have long term cognitive benefits [37, 38]. This study provides support of the positive effect that PPP can have, which may help practitioners encourage parents to understand their importance.…”

Section: Discussionmentioning

confidence: 99%

Three Positive Parenting Practices and Their Correlation with Risk of Childhood Developmental, Social, or Behavioral Delays: An Analysis of the National Survey of Children’s Health

Cprek

Williams

Asaolu

et al. 2015

Matern Child Health J

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Objectives (1) Investigate the relationship between three specific positive parenting practices (PPP)—reading to children, engaging in storytelling or singing, and eating meals together as a family—and parent-reported risk of developmental, behavioral, or social delays among children between the ages of 1–5 years in the US. (2) Determine if a combination of these parenting practices has an effect on the outcome. Methods Chi square and multiple logistic regression analyses were used to analyze cross-sectional data from the National Survey of Children's Health 2011/2012 in regards to the relationship between each of the three individual PPP as well as a total PPP score and the child's risk of being developmentally, socially, or behaviorally delayed (N = 21,527). Risk of delay was calculated using the Parents’ Evaluation of Developmental Status Questionnaire, which is a parental self-report measure that has been correlated with diagnosed child delays. These analyses controlled for poverty and parental education. All analyses were completed using SAS Version 9.3. Results A strong correlation was found between each of the three PPP as well as the total PPP score and the child's risk of developmental, social, or behavioral delays (p < 0.05 for each test). These associations were found to have a dose–response relationship (p < 0.05 in all but one analysis). Conclusions Daily engagement in PPP could possibly reduce children's risk of delay, and specifically engaging in all three PPP may have greater benefit.

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Section: Discussionmentioning

confidence: 99%

Three Positive Parenting Practices and Their Correlation with Risk of Childhood Developmental, Social, or Behavioral Delays: An Analysis of the National Survey of Children’s Health

Cprek

Williams

Asaolu

et al. 2015

Matern Child Health J

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“…As mentioned earlier, this method of identifying subsidy recipients from parent report is similar to that used in other large-scale national surveys including the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), Early Childhood Longitudinal Survey-Birth cohort (ECLS-B), National Survey of America’s Families (NSAF), Survey of Income and Program Participation (SIPP), and National Household Education Survey (NHES). Of the 777 cases with child care provider data, 604 families had data on parent report of subsidy receipt 6 ; of the 604 families with data on parent-reported subsidy receipt, the subsidy utilization rate according to parent report was approximately 17 percent, a figure that is within the range of reported take-up rates from other studies using parent-reported survey data (see Blau & Tekin, 2007; Hawkinson et al, 2013; Herbst, 2008; Herbst & Tekin, 2010a). …”

Section: Methodsmentioning

confidence: 59%

“…Much of this research capitalizes on rich, national or multi-state survey data to describe the characteristics of subsidy recipients (e.g., Herbst, 2008; Johnson, Martin, & Brooks-Gunn, 2011; Lee et al, 2004; Tekin, 2005; 2007), examine the relationship between subsidy receipt and child care choices (e.g., Crosby, Gennetian, & Huston, 2005; Johnson, Ryan, & Brooks-Gunn, 2012; Ryan, Johnson, Rigby, & Brooks-Gunn, 2011), and understand the implications of subsidy use for child and family well-being (e.g., Hawkinson, Griffen, Dong, & Maynard, 2013; Herbst & Tekin, 2010a; 2010b; 2011; 2012; Johnson, Martin, & Brooks-Gunn, in press). …”

Section: Introductionmentioning

confidence: 99%

“…The ECLS-K has been used in multiple published studies linking subsidy receipt to child and family outcomes (e.g., Herbst & Tekin, 2010a; 2010b). Similar questions appear in other nationally representative studies or multi-state studies, including the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), the Fragile Families and Child Wellbeing Study (FFCWS), the National Survey of America’s Families (NSAF), the Survey of Income and Program Participation (SIPP), and the National Household Education Survey (NHES), (see Appendix A for exact wording of questions across these data sets; Blau & Tekin, 2007; Forry, 2009; Hawkinson et al, 2013; Ha & Johnson, 2012; Herbst, 2008; Herbst & Tekin, 2010a; 2010b; 2011; 2012; Johnson, Martin, & Brooks-Gunn, in press; Tekin, 2007). In the context of this large and growing body of subsidy research, it is important to investigate the degree to which parental reports of subsidy might overlap with measures of subsidy receipt gathered from alternate sources, such as child care providers.…”

Section: Introductionmentioning

confidence: 99%

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Can we trust parental reports of child care subsidy receipt?

Johnson

Herbst

2013

Children and Youth Services Review

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In recent years, research examining determinants and consequences of the means-tested child care subsidy program (the Child Care and Development Fund [CCDF]) has grown dramatically. To measure subsidy utilization, existing studies typically rely on parent-reported measures of subsidy receipt drawn from large surveys. As the research literature on child care subsidies has grown, however, so have concerns about the trustworthiness of parent-reported subsidy use. One way to assess the quality of parent-reported subsidy use is to examine its overlap with another subsidy receipt measure, drawn from a different source. The current paper uses the Fragile Families and Child Well-Being Study (FFCWS), the only existing survey data source that contains an alternate measure of subsidy receipt – based on child care provider report – which permits a comparison to parent-reported measures. We find evidence that increases our confidence in the trustworthiness of parents as accurate reporters of subsidy receipt. In recognition that neither data source reflects “true” subsidy receipt, however, we conclude with a discussion of limitations and steps for future research.

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“…In two other studies using data from the ECLS–Birth Cohort (ECLS–B) and both ordinary least squares (OLS) regression and PSM techniques, few associations were found between subsidies and children's development. In the first study , when subsidy recipients were compared to nonrecipients, subsidies were associated negatively with math and reading outcomes; however, when the sample was restricted to low‐income families, and Head Start and public pre‐k recipients were excluded, subsidies were associated significantly only with lower math skills. Results from the PSM models bolstered the results from the sample‐restricted analyses, yielding significant negative associations between subsidies and math but insignificant associations with early reading.…”

Section: Child‐care Subsidies and Children's Outcomesmentioning

confidence: 99%

The Role of Child‐Care Subsidies in the Lives of Low‐Income Children

Johnson

Ryan

2015

Child Dev Perspectives

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In the United States, federally funded child‐care subsidies offer a unique opportunity to influence low‐income children's early education and, in so doing, affect their development. To understand the role of child‐care subsidies in children's lives, we must answer the following questions about their impact: How does receiving subsidies affect (a) the type of care children receive, (b) the quality of care children receive, and (c) their developmental outcomes? Theoretically, the answers to these questions should cohere, yet they do not; though subsidies increase exposure to the type and quality of care known to predict more optimal outcomes for children, the direct effect of subsidies on outcomes has been null or negative. In this article, we review research on child‐care subsidies to describe its inconsistencies and offer explanations, a timely endeavor in light of the 2014 reauthorization of legislation on child‐care subsidies.

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The relationship between child care subsidies and children's cognitive development

Cited by 27 publications

References 56 publications

Three Positive Parenting Practices and Their Correlation with Risk of Childhood Developmental, Social, or Behavioral Delays: An Analysis of the National Survey of Children’s Health

Three Positive Parenting Practices and Their Correlation with Risk of Childhood Developmental, Social, or Behavioral Delays: An Analysis of the National Survey of Children’s Health

Can we trust parental reports of child care subsidy receipt?

The Role of Child‐Care Subsidies in the Lives of Low‐Income Children

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