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Differences in the early care and education needs of young children involved in child protection

Author

Listed:
  • Kovan, Nikki
  • Mishra, Shweta
  • Susman-Stillman, Amy
  • Piescher, Kristine N.
  • LaLiberte, Traci

Abstract

There is increasing attention being given to better coordinated early care and education (ECE) and child protection systems across the nation, as children with child protection involvement are at risk for a range of negative outcomes that have been improved through high quality ECE in other populations. However, there is little empirical evidence to demonstrate what types of ECE experiences are needed for children involved in the child protection system in order to improve their developmental outcomes. This study compared the developmental status in the year prior to kindergarten of low-income children with and without child protection involvement who were enrolled in a range of ECE settings, all of which were rated highly by a state quality rating and improvement system. Using secondary data from a large Midwestern state child protection system and a local ECE evaluation, findings demonstrated that children with child protection involvement were performing more poorly than their low-income peers without child protection involvement on measures of receptive vocabulary, math reasoning, and teacher ratings of anger/aggression and anxiety/withdrawal, but not on ratings of social competence. Growth was made in receptive vocabulary and social competence for all children and there was no significant interaction between group and time for any child outcome measure. These data suggest that children with child protection involvement continue to manifest academic and social difficulties despite attending high quality ECE programs. Implications for improving the early educational opportunities for children with child protection involvement and suggestions for future research are discussed.

Suggested Citation

  • Kovan, Nikki & Mishra, Shweta & Susman-Stillman, Amy & Piescher, Kristine N. & LaLiberte, Traci, 2014. "Differences in the early care and education needs of young children involved in child protection," Children and Youth Services Review, Elsevier, vol. 46(C), pages 139-145.
    • Handle: RePEc:eee:cysrev:v:46:y:2014:i:c:p:139-145
    DOI: 10.1016/j.childyouth.2014.07.017
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    References listed on IDEAS

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    1. Reynolds, Arthur J. & Magnuson, Katherine A. & Ou, Suh-Ruu, 2010. "Preschool-to-third grade programs and practices: A review of research," Children and Youth Services Review, Elsevier, vol. 32(8), pages 1121-1131, August.
    2. Lipscomb, Shannon T. & Pears, Katherine C., 2011. "Patterns and predictors of early care and education for children in foster care," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2303-2311.
    3. Emily Moiduddin & Nikki Aikens & Louisa Tarullo & Jerry West & Yange Xue, 2012. "Child Outcomes and Classroom Quality in FACES 2009," Mathematica Policy Research Reports b259d300a7764b6496a0c86ea, Mathematica Policy Research.
    4. Meloy, Mary Elizabeth & Phillips, Deborah A., 2012. "Rethinking the role of early care and education in foster care," Children and Youth Services Review, Elsevier, vol. 34(5), pages 882-890.
    5. Trout, Alexandra L. & Hagaman, Jessica & Casey, Kathryn & Reid, Robert & Epstein, Michael H., 2008. "The academic status of children and youth in out-of-home care: A review of the literature," Children and Youth Services Review, Elsevier, vol. 30(9), pages 979-994, September.
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    7. Dinehart, Laura H. & Manfra, Louis & Katz, Lynne F. & Hartman, Suzanne C., 2012. "Associations between center-based care accreditation status and the early educational outcomes of children in the child welfare system," Children and Youth Services Review, Elsevier, vol. 34(5), pages 1072-1080.
    8. repec:mpr:mprres:7623 is not listed on IDEAS
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    2. Klein, Sacha & Fries, Lauren & Emmons, Mary M., 2017. "Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample," Children and Youth Services Review, Elsevier, vol. 83(C), pages 168-178.
    3. Hajal, Nastassia J. & Paley, Blair & Delja, Jolie R. & Gorospe, Clarissa M. & Mogil, Catherine, 2019. "Promoting family school-readiness for child-welfare involved preschoolers and their caregivers: Case examples," Children and Youth Services Review, Elsevier, vol. 96(C), pages 181-193.
    4. Klein, Sacha & Merritt, Darcey H. & Snyder, Susan M., 2016. "Child welfare supervised children's participation in center-based early care and education," Children and Youth Services Review, Elsevier, vol. 68(C), pages 80-91.
    5. Saitadze, Inga, 2021. "Mediating effects of early childhood programs and high quality home environments on the cognitive development of poor children involved in the child welfare system," Children and Youth Services Review, Elsevier, vol. 120(C).
    6. Mortensen, Jennifer A. & Barnett, Melissa A., 2016. "The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers," Children and Youth Services Review, Elsevier, vol. 64(C), pages 73-81.

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