Our Broken Child Care System and How to Fix It, Part 3: The final segment of this series examines how the many systems that make up U.S. child care are failing. Fixes that are both sweeping enough and realistic aren’t obvious, so Dr. Laura Justice turns to three experts to weigh in.
Do neighborhood affect parenting practices? Most of the literature around how neighborhoods influence parenting looks at families with older children; a new Crane study studied this influence for families with infants. In our highlights of this research, we also share a possible action step based on the findings.
Many parents and caregivers find themselves at home with young children while schools and child care centers are closed. Reading aloud is one of the most significant activities for developing literacy that also creates a sense of connection and safety in what may be a difficult time. Read on for research-backed tips to help make the most of these shared experiences.
Our Broken Child Care System and How to Fix It, Part 2: our executive director Dr. Laura Justice examines how child care programs are a key part of the economic infrastructure but are also developing the nation’s brain trust of the future.
In this three-part series, Dr. Laura Justice — executive director of the Crane Center for Early Childhood Research and Policy and Schoenbaum Family Center at The Ohio State University — surveys the fragmented landscape of child care in the United States, highlighting its vulnerabilities even in the best of times.
The headlines around kids and screen time can be downright scary. One message that most experts will agree on is that moderation is key. If it seems daunting to set limits on something as pervasive as digital media, it’s helpful to remember three basic times when it’s important to do so: mealtime, playtime, and bedtime.
On average, children under 8 spend over 2 hours a day with screen media. Many parents are concerned about their children’s screen time. Research can provide guidance for using media in positive ways, one important takeaways is that children learn more from media when adults are involved and help them understand the material they are encountering.
Potty training is a developmental milestone that can be overwhelming for children, caregivers, and educators. Children begin potty training at different ages, follow different training processes, and often have setbacks such as accidents, constipation, and regressions. We present signs that children are ready to begin potty training and strategies for success.
Young children with developmental disabilities often demonstrate delays in learning important early literacy skills, and are often at a higher risk for future reading problems. This study asks: to what extent are there differences in the home-literacy experiences of children with and without disabilities, and how are these experiences related to children’s early literacy skills?
This book is an essential guide for those many individuals who serve as children’s first teachers and who understand, as we do, that interactive book reading is an important context for helping children learn and develop.
Ready for Kindergarten is a home visitation program provided by Columbus Metropolitan Library families with young children in low-income households to assist them in preparing their children for kindergarten.
SPARK was a family-focused kindergarten-readiness program that worked collaboratively with families, schools, and the community. Each month, children received a new book, a lesson activity, and educational supplies. Children also participated in home- or group-based learning opportunities—all with the goal of increasing the child’s success in school and life.