[ { "key": "5ZSQ5J8A", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/5ZSQ5J8A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/5ZSQ5J8A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Wylie and Thompson", "parsedDate": "2003", "numChildren": 0 }, "data": { "key": "5ZSQ5J8A", "version": 1, "itemType": "journalArticle", "title": "The long-term contribution of early childhood education to children's performance--Evidence from New Zealand", "creators": [ { "creatorType": "author", "firstName": "Cathy", "lastName": "Wylie" }, { "creatorType": "author", "firstName": "Jean", "lastName": "Thompson" } ], "abstractNote": "Evidence from the longitudinal Competent Children project is provided which shows the continuing contribution of early childhood education to children's competencies at age 10. Among the New Zealand sample, children had higher average scores if they had 3 or more years of early childhood education in general. The quality of their final early childhood education centre, particularly related to teacher-child interaction, also continued to show enduring associations with children's performance. The socio-economic mix of the children's final early childhood education centre also had a bearing on their competency levels 5 years later.", "publicationTitle": "International Journal of Early Years Education", "publisher": "", "place": "", "date": "2003", "volume": "11", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "69-78", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0966976032000066109", "citationKey": "", "url": "http://www.informaworld.com/10.1080/0966976032000066109", "accessDate": "2010-11-17T23:24:12Z", "PMID": "", "PMCID": "", "ISSN": "0966-9760", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "9FGHFETS" ], "relations": {}, "dateAdded": "2010-11-17T23:24:12Z", "dateModified": "2011-02-13T23:43:45Z" } }, { "key": "D9ZQTUKE", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/D9ZQTUKE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/D9ZQTUKE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Tijus et al.", "parsedDate": "1997", "numChildren": 0 }, "data": { "key": "D9ZQTUKE", "version": 1, "itemType": "journalArticle", "title": "The impact of parental involvement on the quality of day-care centres", "creators": [ { "creatorType": "author", "firstName": "Charles Albert", "lastName": "Tijus" }, { "creatorType": "author", "firstName": "Arnaud", "lastName": "Santolini" }, { "creatorType": "author", "firstName": "Agnes", "lastName": "Danis" } ], "abstractNote": "The children, parents and professional staff of four intercultural day-care centres for disadvantaged families in France were filmed in the course of their interactions over a 6-month period. These interactions were analysed according to three different methods used in cognitive psychology: task analysis, analysis of the symbols used for communication and analysis of the structures of the pedagogical assistance provided. The results show that, for a given child, the presence of other parents participating in the day-care centre alongside the professional staff helps to create an environment rich in cognitive interactions. This environment enhances the child's cognitive development by providing diversity and disequilibrium, both of which are useful and necessary conditions for cognitive operation. This in turn will affect the relation between the degree of disadvantage and the degree of cognitive interaction. These results suggest that cognitive effects of socially disadvantaged milieu may be attenuated by encouraging children and parents to increase their participation in the day-care centres.", "publicationTitle": "International Journal of Early Years Education", "publisher": "", "place": "", "date": "1997", "volume": "5", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "7-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0966976970050102", "citationKey": "", "url": "http://www.informaworld.com/10.1080/0966976970050102", "accessDate": "2010-11-17T23:22:52Z", "PMID": "", "PMCID": "", "ISSN": "0966-9760", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CXIIVSMU" ], "relations": {}, "dateAdded": "2010-11-17T23:22:52Z", "dateModified": "2011-02-13T23:42:00Z" } }, { "key": "XGP9IADT", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/XGP9IADT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/XGP9IADT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Siraj-Blatchford and Sylva", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "XGP9IADT", "version": 1, "itemType": "journalArticle", "title": "Researching pedagogy in English pre-schools", "creators": [ { "creatorType": "author", "firstName": "Iram", "lastName": "Siraj-Blatchford" }, { "creatorType": "author", "firstName": "Kathy", "lastName": "Sylva" } ], "abstractNote": "This article summarizes and reflects on the findings related to pedagogy of two closely associated Department for Education and Skills (DfES) funded research projects: the Effective Provision of Pre-school Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) projects.1 The EPPE research project was a five-year longitudinal study funded by the DfES to follow the progress of approximately 3000 children, aged three plus, in 141 pre-schools across England. In addition to the range of quantitative data collected about children, their families and their pre-school centres, 12 effective pre-school settings (selection based on child developmental outcomes) were identified in the EPPE multilevel analysis for intensive, in-depth qualitative case study. The REPEY study provided an opportunity to extend this qualitative analysis further with both naturalistic and systematic observations, interviews and focus group discussions, and allowed the addition of two reception classes (selection based on professional judgement). Together, the studies provide a large-scale, sequential and explanatory mixed method research design investigating pedagogy in 14 Foundation Stage (the key stage for children 3-5) settings. The REPEY research has shown that the most effective pre-school settings (in terms of intellectual, social and dispositional outcomes) achieve a balance between the opportunities provided for children to benefit from teacher-initiated group work, and in the provision of freely chosen yet potentially instructive play activities. The analysis also shows an association between curriculum differentiation and matching in terms of cognitive challenge, and 'sustained shared thinking'. The evidence suggests that the better a setting does on each of these dimensions of pedagogic practice the more effective it will be. The most effective settings also adopt social/behaviour policies that involve staff in supporting children in rationalizing and talking through their conflicts.", "publicationTitle": "British Educational Research Journal", "publisher": "", "place": "", "date": "2004", "volume": "30", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "713-730", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0141192042000234665", "citationKey": "", "url": "http://www.informaworld.com/10.1080/0141192042000234665", "accessDate": "2010-11-17T19:54:57Z", "PMID": "", "PMCID": "", "ISSN": "0141-1926", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-11-17T19:54:57Z", "dateModified": "2011-02-13T23:41:38Z" } }, { "key": "5GEBW9KX", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/5GEBW9KX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/5GEBW9KX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Siraj-Blatchford", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "5GEBW9KX", "version": 1, "itemType": "journalArticle", "title": "Educational disadvantage in the early years: How do we overcome it? Some lessons from research", "creators": [ { "creatorType": "author", "firstName": "Iram", "lastName": "Siraj-Blatchford" } ], "abstractNote": "This paper draws upon the findings of a body of recent research in early childhood education to explore the possibilities that may be available to overcome structural inequalities associated with socio-economic class, gender and ethnicity in the early years. Research has shown that preschool education makes a real difference for all children and that provisions made by practitioners to cater for diversity are especially effective in overcoming disadvantage. The home education environment also makes a difference where parents or other carers in the home are aware of the contribution that they can make to children's early intellectual and social/behavioural development. Even families who are otherwise disadvantaged can support good learning outcomes where they have provided a high quality home learning environment (HLE). Research clearly highlights the need to support parents in improving some aspects of the HLE, in particular for boys. Much more generally it can be seen that there is now an urgent need to develop further inservice training for developing and monitoring provision for diversity and to encourage the development of strong parental partnerships focused on young children's learning.", "publicationTitle": "European Early Childhood Education Research Journal", "publisher": "", "place": "", "date": "2004", "volume": "12", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "5-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13502930485209391", "citationKey": "", "url": "http://www.informaworld.com.ezproxy.waikato.ac.nz/10.1080/13502930485209391", "accessDate": "2010-11-25T19:51:33Z", "PMID": "", "PMCID": "", "ISSN": "1350-293X", "archive": "", "archiveLocation": "", "shortTitle": "Educational disadvantage in the early years", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Diversity" }, { "tag": "Environment" }, { "tag": "HOME" }, { "tag": "Learning" }, { "tag": "Preschool" } ], "collections": [], "relations": {}, "dateAdded": "2010-11-25T19:51:33Z", "dateModified": "2011-02-13T23:41:18Z" } }, { "key": "343G6NIB", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/343G6NIB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/343G6NIB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Ramey et al.", "parsedDate": "2000", "numChildren": 0 }, "data": { "key": "343G6NIB", "version": 1, "itemType": "journalArticle", "title": "persistent effects of early childhood education on high-risk children and their mothers", "creators": [ { "creatorType": "author", "firstName": "Craig T.", "lastName": "Ramey" }, { "creatorType": "author", "firstName": "Frances A.", "lastName": "Campbell" }, { "creatorType": "author", "firstName": "Margaret", "lastName": "Burchinal" }, { "creatorType": "author", "firstName": "Martie L.", "lastName": "Skinner" }, { "creatorType": "author", "firstName": "David M.", "lastName": "Gardner" }, { "creatorType": "author", "firstName": "Sharon L.", "lastName": "Ramey" } ], "abstractNote": "Child and mother outcomes are reported for the Abecedarian Project, an early childhood education, pediatric healthcare, and family support program for high-risk children and their mothers. Three randomized intervention conditions for at-risk participants were compared to a control condition. Randomized control group participants received family support social services, low-cost or free pediatric care, and child nutritional supplements but no additional educational program beyond what the parents and the local school system provided. The local community was generally affluent and well educated; disadvantaged families represented a small minority whose welfare was a high social and educational priority.\n\nThe educational intervention conditions were (a) preschool education for the first 5 years of life plus a supplementary kindergarten through 2nd grade Educational Support Program (Preschool plus K-2 Support), (b) preschool education (Preschool Only), and (c) K-2 Educational Support Program (K-2 Only). Child outcomes were assessed with respect to cognitive development, academic achievement, grade retention, and special education placements. For mothers, the effect of having educational childcare during the preschool period was examined with respect to maternal educational gains and employment. Positive and systematic cognitive and academic achievement differences were found for children in the preschool treatment conditions, particularly when that condition was combined with the K-2 Educational Support Program. High-quality, consistently available preschool education was also associated with greater maternal educational advancement and higher levels of employment particularly for teenage mothers. These findings have direct relevance for education and welfare policies.", "publicationTitle": "Applied Developmental Science", "publisher": "", "place": "", "date": "2000", "volume": "4", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "2-14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/S1532480XADS0401_1", "citationKey": "", "url": "http://www.informaworld.com/10.1207/S1532480XADS0401_1", "accessDate": "2010-11-17T23:10:59Z", "PMID": "", "PMCID": "", "ISSN": "1088-8691", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-11-17T23:10:59Z", "dateModified": "2011-02-13T23:40:43Z" } }, { "key": "5QU4EUZM", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/5QU4EUZM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/5QU4EUZM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Pierrehumbert et al.", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "5QU4EUZM", "version": 1, "itemType": "journalArticle", "title": "Quality of child care in the preschool years: A comparison of the influence of home care and day care characteristics on child outcome", "creators": [ { "creatorType": "author", "firstName": "Blaise", "lastName": "Pierrehumbert" }, { "creatorType": "author", "firstName": "Tatjana", "lastName": "Ramstein" }, { "creatorType": "author", "firstName": "Athanassia", "lastName": "Karmaniola" }, { "creatorType": "author", "firstName": "Raphaële", "lastName": "Miljkovitch" }, { "creatorType": "author", "firstName": "Olivier", "lastName": "Halfon" } ], "abstractNote": "One hundred and six families of 2-year-old children, having experienced either family day care or centre-based day care, took part in this study. Parents’ and\nday care providers’ representations and values concerning their ideal\ndefinition of child care were assessed, and direct observations of child care settings conducted, using a time-sampling procedure. The instruments concerning both\nrepresentations and observations have a seven dimension structure: caregiver availability, stimulation, firmness, warmth, autonomy, achievement, and organisation. When children were 3 years of age, the families were contacted again\n(16% drop out) for an evaluation of various outcomes: parental reports of child behaviour problems (CBCL) and egoresiliency (CCQ), assessments of child developmental quotient (McCarthy), and of attachment representations (ASCT). The day\ncare variables (care providers’ representations and observed variables of the setting), unexpectedly explained the variance of the dependent variables\n(especially behaviour problems) more than the corresponding parental variables. These results contrast with other studies in the field. Apparently, they can be\nattributed to the relatively wide span of dimensions, as well as to the variety of child care settings considered. Non-parental and parental care had some selective\neffects on the different dependent variables. The effects of representations were globally stronger than those of observed characteristics. These data point to the importance of child care quality, emphasise the idea that quality is multidimensional, and stress the significance of caregivers’ representations and values.", "publicationTitle": "International Journal of Behavioral Development", "publisher": "", "place": "", "date": "2002", "volume": "26", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "385-396", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/01650250143000265", "citationKey": "", "url": "http://jbd.sagepub.com/content/26/5/385.abstract", "accessDate": "2010-11-17T02:11:35Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Quality of child care in the preschool years", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-17T02:11:35Z", "dateModified": "2011-02-13T23:40:10Z" } }, { "key": "9KQH4DAD", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/9KQH4DAD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/9KQH4DAD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Pascal and Bertram", "parsedDate": "2001", "numChildren": 0 }, "data": { "key": "9KQH4DAD", "version": 1, "itemType": "journalArticle", "title": "Evaluating the costs and benefits of early childhood programmes", "creators": [ { "creatorType": "author", "firstName": "Christine", "lastName": "Pascal" }, { "creatorType": "author", "firstName": "Tony", "lastName": "Bertram" } ], "abstractNote": "In recent years, internationally, there has been a trend towards more Government investment in early childhood programmes. This has followed the increasing acknowledgement that the long term social, political and economic stability of a society is dependent to a large extent on the development of its human resources, and that this, in turn, rests on the support provided to young children and families. The increasing amounts of public funding directed at early childhood programmes have been well documented in recent reports (OECD, 2001), and this has impacted in the UK, as elsewhere. Alongside this investment has been a growing requirement that early childhood programmes become more accountable in terms of their costs and benefits. Many early childhood initiatives now have detailed and rigorous evaluations attached to them, which require an economic analysis of the programme costs and benefits. However, currently the concepts and methodologies for carrying out such economic analyses of early childhood programmes are under developed and there is a lack of expertise and experience in successfully carrying out this aspect of evaluation. This paper therefore sets out to make a case for the further development of such strategies and to identify some emerging concepts and methodologies which might support the development. It draws on the experience of a UK team of early childhood evaluators and their attempts to develop an economic strand to their work.", "publicationTitle": "European Early Childhood Education Research Journal", "publisher": "", "place": "", "date": "2001", "volume": "9", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "21-44", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13502930185208741", "citationKey": "", "url": "http://www.informaworld.com/10.1080/13502930185208741", "accessDate": "2010-11-17T22:53:45Z", "PMID": "", "PMCID": "", "ISSN": "1350-293X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Benefits" }, { "tag": "Cost savings" }, { "tag": "Costs" }, { "tag": "Early childhood" }, { "tag": "Economic analysis" } ], "collections": [ "HW9MIUP3" ], "relations": {}, "dateAdded": "2010-11-17T22:53:45Z", "dateModified": "2011-02-13T23:39:52Z" } }, { "key": "I7ZV7QGJ", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/I7ZV7QGJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/I7ZV7QGJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Pagani et al.", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "I7ZV7QGJ", "version": 1, "itemType": "journalArticle", "title": "The impact of junior kindergarten on behaviour in elementary school children", "creators": [ { "creatorType": "author", "firstName": "Linda", "lastName": "Pagani" }, { "creatorType": "author", "firstName": "Denis", "lastName": "Larocque" }, { "creatorType": "author", "firstName": "Richard E.", "lastName": "Tremblay" }, { "creatorType": "author", "firstName": "Pierre", "lastName": "Lapointe" } ], "abstractNote": "Using data from the first cycle of the National Longitudinal Survey of Children and Youth, this study examines the impact of junior kindergarten on children’s\nbehavioural development, above and beyond regional differences and individual/household factors. It was hypothesised that earlier schooling would help children learn behavioural control skills for participating in group settings like\nthe elementary school classroom. Research has established that children from disadvantaged environments face an increased risk of behavioural problems, usually by virtue of accompanying risk factors. As such, we hypothesised that junior\nkindergarten attendance would reduce the risk gap for behavioural problems between children from economically disadvantaged and advantaged families. The results\nrevealed that on the whole, junior kindergarten did not seem to decrease problem behaviour. These results are above and beyond a number of controls (sex, age, region, SES, family functioning, family configuration, education, and family size).\nAlthough children from disadvantaged environments exhibited more behaviour problems, attending junior kindergarten did not reduce the risk gap for behavioural\ndifficulties between children from lower SES and higher SES backgrounds.", "publicationTitle": "International Journal of Behavioral Development", "publisher": "", "place": "", "date": "2003", "volume": "27", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "423-427", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/01650250344000028", "citationKey": "", "url": "http://jbd.sagepub.com/content/27/5/423.abstract", "accessDate": "2010-11-17T02:09:13Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-17T02:09:13Z", "dateModified": "2011-02-13T23:39:23Z" } }, { "key": "PZ2F739X", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/PZ2F739X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/PZ2F739X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Nores et al.", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "PZ2F739X", "version": 1, "itemType": "journalArticle", "title": "Updating the economic impacts of the high/scope perry preschool program", "creators": [ { "creatorType": "author", "firstName": "Milagros", "lastName": "Nores" }, { "creatorType": "author", "firstName": "Clive R.", "lastName": "Belfield" }, { "creatorType": "author", "firstName": "W. Steven", "lastName": "Barnett" }, { "creatorType": "author", "firstName": "Lawrence", "lastName": "Schweinhart" } ], "abstractNote": "This article derives an updated cost-benefit ratio for the High/Scope Perry Preschool Program, an intensive preschool intervention delivered during the 1960s to at-risk children in Ypsilanti, Michigan. Because children were randomly assigned to the program or a control group, differences in outcomes are probably attributable to program status. Data on outcome differences is now available on participants as they reached the age of 40; outcomes include educational attainment, earnings, criminal activity, and welfare receipt. These outcomes are rendered in money terms and compared to the costs of delivering the program to calculate the net present value of the program both for participants and for society. The data show strong advantages for the treatment group in terms of higher lifetime earnings and lower criminal activity. For the general public, gains in tax revenues, lower expenditures on criminal justice, lower victim costs, and lower welfare payments easily outweigh program costs. At a 3% discount rate the program repays $12.90 for every $1 invested from the perspective of the general public; with a 7% discount rate, the repayment per dollar is $5.67. Returns are even higher if the total benefits—both public and private—are counted. However, there are strong differences by gender: a large proportion of the gains from the program come from lower criminal activity rates by the treatment group, almost all of which is undertaken by the males in the sample. The implications of these findings for public policy on early childhood education are considered.", "publicationTitle": "Educational Evaluation and Policy Analysis", "publisher": "", "place": "", "date": "2005", "volume": "27", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "245-261", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/01623737027003245", "citationKey": "", "url": "http://epa.sagepub.com/content/27/3/245.abstract", "accessDate": "2010-11-17T22:34:32Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "HW9MIUP3" ], "relations": {}, "dateAdded": "2010-11-17T22:34:32Z", "dateModified": "2011-02-13T23:39:15Z" } }, { "key": "36FFXMST", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/36FFXMST", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/36FFXMST", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "NICHD Early Child Care Research Network", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "36FFXMST", "version": 1, "itemType": "journalArticle", "title": "Early child care and children’s development in the primary grades: Follow-up results from the NICHD study of early child care", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "NICHD Early Child Care Research Network" } ], "abstractNote": "Associations between early child care and children’s functioning though the end of third grade were examined. Some of the relations that had been detected before children’s school entry were maintained. Higher-quality child care continued to be linked to higher scores in math, reading, and memory. More time spent in center care was associated with better memory but also with more conflictual relationships. Some new associations were detected: More hours of care were linked to poorer work habits and poorer social skills. The relation between amount of care and externalizing behaviors decreased and was not significant in third grade. These findings support the relative independence of quality, quantity, and type of child care in relation to child developmental outcomes.", "publicationTitle": "American Educational Research Journal", "publisher": "", "place": "", "date": "2005", "volume": "42", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "537-570", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/00028312042003537", "citationKey": "", "url": "http://aer.sagepub.com/content/42/3/537.abstract", "accessDate": "2010-11-17T22:31:31Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Early Child Care and Children’s Development in the Primary Grades", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-17T22:31:31Z", "dateModified": "2011-02-13T23:39:08Z" } }, { "key": "76SI54WK", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/76SI54WK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/76SI54WK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "NICHD Early Child Care Research Network", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "76SI54WK", "version": 1, "itemType": "journalArticle", "title": "Child-care structure → process → outcome: Direct and indirect effects of child-care quality on young children's development", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "NICHD Early Child Care Research Network" } ], "abstractNote": "With data from the NICHD Study of Early Child Care, we used structural equation modeling to test paths from structural indicators of child-care quality, specifically caregiver training and child-staff ratio, through a process indicator to child outcomes. There were three main findings: (a) Quality of maternal caregiving was the strongest predictor of cognitive competence, as well as caregivers' ratings of social competence; (b) quality of nonmaternal caregiving was associated with cognitive competence and caregivers' ratings of social competence; and (c) there was a mediated path from both caregiver training and child-staff ratio through quality of nonmaternal caregiving to cognitive competence, as well as to caregivers' ratings of social competence, that was not accounted for entirely by family variables. These findings provide empirical support for policies that improve state regulations for caregiver training and child-staff ratios.", "publicationTitle": "Psychological Science", "publisher": "", "place": "", "date": "2002", "volume": "13", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "199-206", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/1467-9280.00438", "citationKey": "", "url": "http://pss.sagepub.com/content/13/3/199.abstract", "accessDate": "2010-11-17T22:28:29Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Child-Care Structure → Process → Outcome", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "W84BT22T" ], "relations": {}, "dateAdded": "2010-11-17T22:28:29Z", "dateModified": "2011-02-13T23:39:02Z" } }, { "key": "QD6JEST9", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/QD6JEST9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/QD6JEST9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "McGivney", "parsedDate": "1997", "numChildren": 1 }, "data": { "key": "QD6JEST9", "version": 1, "itemType": "journalArticle", "title": "The learning and other outcomes for parents Involved in pre-schools.", "creators": [ { "creatorType": "author", "firstName": "Veronica", "lastName": "McGivney" } ], "abstractNote": "A brief narrative description of the journal article, document, or resource.\tSurvey responses from 311 British parents involved in preschool groups show that participating parents gain social contacts, increased confidence in parenting, knowledge of child development, experience in managing groups, and greater community involvement. (SK)", "publicationTitle": "Adults Learning (England)", "publisher": "", "place": "", "date": "1997", "volume": "8", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "124-127", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Adults Learning (England)", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "ISSN-0955-2308", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Child rearing" }, { "tag": "Foreign Countries" }, { "tag": "Outcomes of education" }, { "tag": "Parent participation" }, { "tag": "United Kingdom", "type": 1 }, { "tag": "preschool education" } ], "collections": [ "CXIIVSMU" ], "relations": {}, "dateAdded": "2010-11-17T22:20:50Z", "dateModified": "2011-02-13T23:38:44Z" } }, { "key": "KCUWVR36", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/KCUWVR36", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/KCUWVR36", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Kimmel", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "KCUWVR36", "version": 1, "itemType": "journalArticle", "title": "Child care, female employment, and economic growth", "creators": [ { "creatorType": "author", "firstName": "Jean", "lastName": "Kimmel" } ], "abstractNote": "In this paper, I describe the linkage between child care, female employment, and regional economic growth. I begin with a detailed examination of modal choices in child care and relate these choices to female employment outcomes. Next, I discuss the empirical evidence regarding the importance of child care prices in employment choices. In the mid-section of the paper, I describe governmental involvement in the child care market both at the federal and state level. Then, I discuss problems with child care that affect parents ' involvement, and the role that work disruption plays in the motherhood wage gap. I conclude the paper with a discussion of the importance of a community's work/family support system, including child care assistance to the region's economic development. Although workforce development policies typically focus on preparing new workers for work, I argue for an increased emphasis on worker retention, particularly mothers who comprise an ever-growing proportion of the high-skilled workforce.", "publicationTitle": "Community Development", "publisher": "", "place": "", "date": "2006", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "71-85", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/15575330609490208", "citationKey": "", "url": "http://www.informaworld.com/10.1080/15575330609490208", "accessDate": "2010-11-17T21:43:41Z", "PMID": "", "PMCID": "", "ISSN": "1557-5330", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Child care" }, { "tag": "Female employment" }, { "tag": "Intermittent work" }, { "tag": "Motherhood wage gap" } ], "collections": [], "relations": {}, "dateAdded": "2010-11-17T21:43:41Z", "dateModified": "2011-02-13T23:36:21Z" } }, { "key": "HXTMK2CW", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/HXTMK2CW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/HXTMK2CW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Jay Belsky", "parsedDate": "1999", "numChildren": 0 }, "data": { "key": "HXTMK2CW", "version": 1, "itemType": "journalArticle", "title": "Quantity of nonmaternal care and boys' problem behavior/adjustment at ages 3 and 5: Exploring the mediating role of parenting", "creators": [ { "creatorType": "author", "name": "Jay Belsky" } ], "abstractNote": "To examine the effects of quantity of nonmaternal care across the first 3 and 5 years of life on problem behavior and affective-cognitive indices of adjustment, and to test the hypotheses that parenting mediates effects of nonmaternal care, 120 working- and middle-class, two-parent Caucasian families rearing firstborn sons were studied. More time in nonmaternal care across the first 3 and 5 years predicted more mother-reported externalizing problems when children were ages 3 and 5 (and somewhat more father-reported externalizing problems at age 5), as well as more negative mothering and less positive fathering during the toddler years. Effects of nonmaternal care on externalizing problems became insignificant once observed parenting was controlled, thereby providing evidence of the mediational effects of parenting. More time in nonmaternal care across the first 5 years predicted more negative adjustment on a composite lab-based measure of affective-cognitive functioning at age 5 (e.g., attributional bias, social problem solving, preference for negative story plots), and this effect was only modestly attenuated upon controlling for parenting. Results are discussed in terms of related research and the current context of child care in America.", "publicationTitle": "Psychiatry", "publisher": "", "place": "", "date": "1999", "volume": "62", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00332747", "archive": "", "archiveLocation": "", "shortTitle": "Quantity of nonmaternal care and boys' problem behavior/adjustment at ages 3 and 5", "language": "", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Behavior", "type": 1 }, { "tag": "Boys", "type": 1 }, { "tag": "Child care", "type": 1 }, { "tag": "Parents & parenting", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-11-17T01:39:50Z", "dateModified": "2011-02-13T23:35:15Z" } }, { "key": "8QWSWJ2E", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/8QWSWJ2E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/8QWSWJ2E", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Jack and Jordan", "parsedDate": "1999", "numChildren": 1 }, "data": { "key": "8QWSWJ2E", "version": 1, "itemType": "journalArticle", "title": "Social capital and child welfare", "creators": [ { "creatorType": "author", "firstName": "Gordon", "lastName": "Jack" }, { "creatorType": "author", "firstName": "Bill", "lastName": "Jordan" } ], "abstractNote": "Social and economic inequalities have risen steeply in the UK over the past 20 years. Children and their families have been particularly disadvantaged by this creeping impoverishment, which is associated with negative effects on parenting capacity and developmental outcomes for children. The social capital of communities, which consists of the cultural resources and inter-personal relationships between members, is also eroded by inequality and social exclusion. Evidence is presented that demonstrates the way in which children's welfare and family functioning are crucially dependent upon the social support available within local communities. It is argued that building social capital in poor communities is a more effective way of promoting children's welfare than the present emphasis on formal child protection and family support services and efforts to increase parenting skills and responsibilities. Copyright © 1999 John Wiley & Sons, Ltd.", "publicationTitle": "Children & Society", "publisher": "", "place": "", "date": "1999", "volume": "13", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "242-256", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Children & Society", "DOI": "10.1002/CHI565", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "ISSN-0951-0605", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Child health" }, { "tag": "Child welfare" }, { "tag": "Community change" }, { "tag": "Community organisations" }, { "tag": "Community programs" }, { "tag": "Family life" }, { "tag": "Foreign Countries" }, { "tag": "Poverty" }, { "tag": "Prevention" }, { "tag": "Social capital" }, { "tag": "Social services" }, { "tag": "United Kingdom", "type": 1 }, { "tag": "Well being" }, { "tag": "change strategies" } ], "collections": [], "relations": {}, "dateAdded": "2010-11-17T21:28:20Z", "dateModified": "2011-02-13T21:55:09Z" } }, { "key": "ZD2N7KH4", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/ZD2N7KH4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/ZD2N7KH4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Farrell et al.", "parsedDate": "2002", "numChildren": 2 }, "data": { "key": "ZD2N7KH4", "version": 1, "itemType": "journalArticle", "title": "Early childhood services: What can children tell us?", "creators": [ { "creatorType": "author", "firstName": "Ann", "lastName": "Farrell" }, { "creatorType": "author", "firstName": "Collette P.", "lastName": "Tayler" }, { "creatorType": "author", "firstName": "Lee", "lastName": "Tennent" } ], "abstractNote": "This paper presents child data generated in a pilot project\nof the ACCESS Study of Child and Family Services, a research\nprogram of how child and family services align with the\ninterests and needs of local families. Underpinned by social\ncapital theories, the pilot study was undertaken by a\npartnership of local early childhood services within an\ninner urban precinct of Brisbane. These services included\ntwo childcare centres, two kindergartens/preschools, one\nplaygroup and one primary school. 76 children aged three to\neight years were asked, in informal conversations with their\ncaregivers, to comment on their experiences in the service\nand to consider possible advice they might give to newcomers\nwho were to take part in the service. Theoretical\nperspectives from the sociology of childhood are used to\nexamine children’s accounts of their lived experience in\nearly childhood services.", "publicationTitle": "Australian Journal of Early Childhood", "publisher": "", "place": "", "date": "2002", "volume": "27", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "13-17", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://eprints.qut.edu.au/275/", "accessDate": "2010-11-17T20:45:12Z", "PMID": "", "PMCID": "", "ISSN": "0312-5033", "archive": "", "archiveLocation": "", "shortTitle": "Early childhood services", "language": "", "libraryCatalog": "ScientificCommons", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-17T20:45:12Z", "dateModified": "2011-02-13T21:54:42Z" } }, { "key": "4MEPSSAW", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/4MEPSSAW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/4MEPSSAW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Driessen", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "4MEPSSAW", "version": 1, "itemType": "journalArticle", "title": "A large-scale longitudinal study of the utilization and effects of early childhood education and care in The Netherlands", "creators": [ { "creatorType": "author", "firstName": "Geert W. J. M.", "lastName": "Driessen" } ], "abstractNote": "Early childhood education and care (ECEC) services are expected to make an important contribution to the prevention of educational disadvantages stemming from social-ethnic factors. In the present study, three services are central: daycare centers, preschools, and special parent-child programs. Whether or not relations exist between the utilization of ECEC services and a number of the characteristics of the parent and the child is examined initially. Thereafter, the effects of such participation in ECEC services on the cognitive and non-cognitive competencies of the children involved are examined. The recent data from the Dutch cohort study Elementary Education involving a total of approximately 33,500 students from 600 elementary schools are analyzed. The results show significant relations between the utilization of ECEC services and such parent characteristics as education, ethnic origin and paid employment. With regard to the effects of participation in ECEC services, only very weak associations with the cognitive and non-cognitive competencies of the children are detected but they disappear when the relevant background characteristics of the parents are taken into consideration.", "publicationTitle": "Early Child Development and Care", "publisher": "", "place": "", "date": "2004", "volume": "174", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "667-689", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/0300443042000187158", "citationKey": "", "url": "http://www.informaworld.com/10.1080/0300443042000187158", "accessDate": "2010-11-17T19:58:17Z", "PMID": "", "PMCID": "", "ISSN": "0300-4430", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Early childhood education and care" }, { "tag": "Effects" }, { "tag": "Large-scale research" }, { "tag": "The Netherlands" }, { "tag": "Utilization" } ], "collections": [ "3JFV4ZXK", "3JK2B862" ], "relations": {}, "dateAdded": "2010-11-17T19:58:17Z", "dateModified": "2011-02-13T21:54:02Z" } }, { "key": "T7X7JUFH", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/T7X7JUFH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/T7X7JUFH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Carr", "parsedDate": "2001", "numChildren": 0 }, "data": { "key": "T7X7JUFH", "version": 1, "itemType": "journalArticle", "title": "A sociocultural approach to learning orientation in an early childhood setting", "creators": [ { "creatorType": "author", "firstName": "Margaret", "lastName": "Carr" } ], "abstractNote": "This paper considers ways in which a model of motivational processes that describes children as internalizing learning or performance goals can incorporate situated and sociocultural features without losing its explanatory power. It analyzes the relationship between dispositional and situational factors within a pattern of interwoven socioculturally derived social identities or intents. Data come from an interpretive case study of 4-year-olds working on everyday technology in a kindergarten. The analysis of five main activities suggests that learning orientations - learning and performance goals- were being attached to social identity. Four processes illustrate the complex and shifting system of socially situated learning orientation: appropriation and display; shifts from one intent to another; niche fitting and forming; and mergers and invasions.", "publicationTitle": "International Journal of Qualitative Studies in Education", "publisher": "", "place": "", "date": "2001", "volume": "14", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "525-542", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09518390110056921", "citationKey": "", "url": "http://www.informaworld.com/10.1080/09518390110056921", "accessDate": "2010-11-17T03:17:47Z", "PMID": "", "PMCID": "", "ISSN": "0951-8398", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-11-17T03:17:47Z", "dateModified": "2011-02-13T21:53:21Z" } }, { "key": "4G3G4NTR", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/4G3G4NTR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/4G3G4NTR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Campbell and Ramey", "parsedDate": "1995", "numChildren": 1 }, "data": { "key": "4G3G4NTR", "version": 1, "itemType": "journalArticle", "title": "Cognitive and school outcomes for high-risk African-American students at middle adolescence: positive effects of early intervention", "creators": [ { "creatorType": "author", "firstName": "Frances A.", "lastName": "Campbell" }, { "creatorType": "author", "firstName": "Craig T.", "lastName": "Ramey" } ], "abstractNote": "Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy–5 years), early elementary school treatment only (5 years–8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that given in early elementary school. Policy implications stress the importance of providing high quality early childhood environments for impoverished children.", "publicationTitle": "American Educational Research Journal", "publisher": "", "place": "", "date": "1995", "volume": "32", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "743-772", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/00028312032004743", "citationKey": "", "url": "http://aer.sagepub.com/content/32/4/743.abstract", "accessDate": "2010-11-17T03:14:45Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence", "language": "", "libraryCatalog": "Highwire 2.0", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "3JFV4ZXK" ], "relations": {}, "dateAdded": "2010-11-17T03:14:45Z", "dateModified": "2011-02-13T21:52:58Z" } }, { "key": "6ZZHJVWR", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/6ZZHJVWR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/6ZZHJVWR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Burchinal et al.", "parsedDate": "2000", "numChildren": 0 }, "data": { "key": "6ZZHJVWR", "version": 1, "itemType": "journalArticle", "title": "Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity", "creators": [ { "creatorType": "author", "firstName": "Margaret R.", "lastName": "Burchinal" }, { "creatorType": "author", "firstName": "Ellen", "lastName": "Peisner-Feinberg" }, { "creatorType": "author", "firstName": "Donna M.", "lastName": "Bryant" }, { "creatorType": "author", "firstName": "Richard", "lastName": "Clifford" } ], "abstractNote": "Secondary data analysis of data from 3 large child-care studies was conducted to address questions about whether factors such as poverty, minority ethnic background, gender, or parental authoritarian beliefs moderate the association between child-care quality and child cognitive and social outcomes. Data (N = 1,307) were combined to accrue a sufficient number of children who attended high-quality child-care centers who were from impoverished families or minority ethnic backgrounds to reliably compare their developmental outcomes with those of children in poorer quality care. Children's behavior, language skills, and preacademic skills were analyzed as a function of child-care quality (low-, medium-, and high-quality groups based on the Early Childhood Environment Rating Scale total scores), background risk factors, and parental attitudes to test hypotheses about risk and protective factors. Results provide further support for the hypothesis that quality of child care is related to children's development for all children and quite limited support that child-care quality may matter more for children experiencing social risk factors. Language development was the only outcome in which child-care quality interacted with a risk variable, ethnicity, suggesting that quality of care is differentially more important for language development for children of color than for White-non-Hispanic children.", "publicationTitle": "Applied Developmental Science", "publisher": "", "place": "", "date": "2000", "volume": "4", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "149-165", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/S1532480XADS0403_4", "citationKey": "", "url": "http://www.informaworld.com/10.1207/S1532480XADS0403_4", "accessDate": "2010-11-18T03:11:29Z", "PMID": "", "PMCID": "", "ISSN": "1088-8691", "archive": "", "archiveLocation": "", "shortTitle": "Children's Social and Cognitive Development and Child-Care Quality", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "3JFV4ZXK", "9FGHFETS", "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-18T03:11:29Z", "dateModified": "2011-02-13T21:52:48Z" } }, { "key": "WJ6X26GT", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/WJ6X26GT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/WJ6X26GT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Barnett and Ackerman", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "WJ6X26GT", "version": 1, "itemType": "journalArticle", "title": "Costs, benefits, and long-term effects of early care and education programs: recommendations and cautions for community developers", "creators": [ { "creatorType": "author", "firstName": "W. Steven", "lastName": "Barnett" }, { "creatorType": "author", "firstName": "Debra J.", "lastName": "Ackerman" } ], "abstractNote": "Participation in early care and education (ECE) programs has become the norm for this nation's three- and four-year olds. Public investments in such programs have been promoted on the grounds that they can produce high rates of return in the form of academic outcomes, greater employment rates, and reduced crime. Yet, potential gains are not always realized, as benefits and costs depend on who is served by the program, the activities provided, and the resources required to produce such activities. This paper reviews the basis for claims related to the costs, benefits, and long-term effects of ECE programs, including effects on children's learning and development and parental earnings. It also summarizes what is known about the extent to which variations in child and program characteristics and the community context alter the magnitude of benefits from ECE, as well as policy choices that could increase educational gains and other benefits, thereby increasing the return on public investments.", "publicationTitle": "Community Development", "publisher": "", "place": "", "date": "2006", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "86-100", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/15575330609490209", "citationKey": "", "url": "http://www.informaworld.com/10.1080/15575330609490209", "accessDate": "2010-11-16T23:12:25Z", "PMID": "", "PMCID": "", "ISSN": "1557-5330", "archive": "", "archiveLocation": "", "shortTitle": "Costs, Benefits, and Long-Term Effects of Early Care and Education Programs", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "cost-benefit analysis" }, { "tag": "early caer and education outcomes" }, { "tag": "early care and education" }, { "tag": "early care and education quality" } ], "collections": [ "HW9MIUP3" ], "relations": {}, "dateAdded": "2010-11-16T23:12:25Z", "dateModified": "2011-02-13T21:52:02Z" } }, { "key": "I58ZPIFC", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/I58ZPIFC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/I58ZPIFC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Carr", "parsedDate": "2000", "numChildren": 0 }, "data": { "key": "I58ZPIFC", "version": 1, "itemType": "bookSection", "title": "Seeking children's perspectives on their learning", "creators": [ { "creatorType": "author", "firstName": "Margaret", "lastName": "Carr" }, { "creatorType": "editor", "firstName": "Anne B.", "lastName": "Smith" }, { "creatorType": "editor", "firstName": "Nicola", "lastName": "Taylor" }, { "creatorType": "editor", "firstName": "Megan", "lastName": "Gollop" } ], "abstractNote": "", "bookTitle": "Children's voices: Research, policy and practice", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2000", "publisher": "Addison Wesley Longman", "place": "Auckland, New Zealand", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-11-18T03:20:39Z", "dateModified": "2011-02-13T21:50:16Z" } }, { "key": "EJJFBFC5", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/EJJFBFC5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/EJJFBFC5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Sylva et al.", "parsedDate": "2004", "numChildren": 1 }, "data": { "key": "EJJFBFC5", "version": 1, "itemType": "book", "title": "The final report : effective pre-school education", "creators": [ { "creatorType": "author", "firstName": "Kathy", "lastName": "Sylva" }, { "creatorType": "author", "firstName": "Edward C.", "lastName": "Melhuish" }, { "creatorType": "author", "firstName": "Pam", "lastName": "Sammons" }, { "creatorType": "author", "firstName": "Iram", "lastName": "Siraj-Blatchford" }, { "creatorType": "author", "firstName": "Brenda", "lastName": "Taggart" } ], "abstractNote": "This Technical Paper summarises the research and findings of the EPPE project (1997 – 2003). The project has demonstrated the positive effects of high quality pre-school provision on children’s intellectual and social behavioural development up to the end of Key Stage 1 in primary school. The EPPE research indicates that pre-school can play an important part in combating social exclusion and promoting inclusion by offering disadvantaged children, in particular, a better start to primary school. The findings indicate pre-school has a positive impact on children’s progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity (more months but not necessarily more hours/day) are both influential.\nThe results show that individual pre-school centres vary in their effectiveness in promoting intellectual progress over the pre-school period, and indicate that better outcomes are associated with certain forms of provision. Likewise, the research points to the separate and significant influence of the home learning environment. These aspects (quality and quantity of pre-school and home learning environment) can be seen as more susceptible to change through policy and practitioner initiatives than other child or family characteristics, such as SES.\n\nThe EPPE project has become well known for its contribution to ‘evidence based policy’ in early years education and care.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2004", "publisher": "Institute of Education University of London", "place": "London, UK", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780854736034", "DOI": "", "citationKey": "", "url": "http://www.education.gov.uk/research/data/uploadfiles/SSU_FR_2004_01.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Sure Start" } ], "collections": [ "3JFV4ZXK", "3JK2B862", "9FGHFETS", "GDURV5JJ", "KPS4K3NT", "W84BT22T", "X6RGR5KZ" ], "relations": {}, "dateAdded": "2010-11-25T22:34:47Z", "dateModified": "2011-02-13T21:50:06Z" } }, { "key": "MWHTTEQS", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/MWHTTEQS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/MWHTTEQS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Sylva", "parsedDate": "1999", "numChildren": 0 }, "data": { "key": "MWHTTEQS", "version": 1, "itemType": "book", "title": "Characteristics of pre-school environments", "creators": [ { "creatorType": "author", "firstName": "Kathy", "lastName": "Sylva" } ], "abstractNote": "Abstract: As part of the study all pre-schools were assessed using an observational assessment known as the Early Childhood Rating Scale, (ECERS-R) plus an extension to it (ECERS-E) based upon the Desirable Learning Outcomes (QCA 1996). ECERS provides measures of the quality of education and care which children receive in settings plus some measures of facilities relating to facilities and human resources. Completion of the ECERS profile required one day of observation plus talking to staff about aspects of the routine which were not visible during the observation session (e.g. weekly swimming or seasonal outings). The researchers administering the assessments were all very familiar with the settings.\nThe ECERS has 43 items which are divided into seven sub-scales. These sub-scales are: space and furnishings, personal care routines, language and reasoning, activities (e.g. fine motor, art, blocks, dramatic play etc), staff-child and child-child interactions, programme structure (schedule, free play, group time, provision for children with disabilities), and provision for parents and staff.\nThe additional scale devised by the EPPE research team was based upon Desirable Learning Outcomes and pedagogical practices associated with it covers: literacy, mathematics, science and environment, and diversity.\nAnalysis of the scores across all of the items indicates that nursery schools, nursery schools combining care and education, and nursery classes are rated consistently good-to-excellent on both assessment scales. Local authority day care (Social Services) centres are rated as adequate-to-good provision. Private day nurseries are rated as minimal/adequate provision. Pre-schools/playgroups are consistently lower than all the other types of provision, although on the ‘social interaction’ dimension they approach the good range.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1999", "publisher": "Institute of Education University of London", "place": "London, UK", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780854735976", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-11-25T22:33:00Z", "dateModified": "2011-02-13T21:49:57Z" } }, { "key": "FNIII8JT", "version": 1, "library": { "type": "group", "id": 31491, "name": "ECE Outcomes", "links": { "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31491/items/FNIII8JT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ece_outcomes/items/FNIII8JT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 423490, "username": "Maretta Seumanutafa", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/maretta_seumanutafa", "type": "text/html" } } }, "creatorSummary": "Siraj-Blatchford et al.", "parsedDate": "2003", "numChildren": 0 }, "data": { "key": "FNIII8JT", "version": 1, "itemType": "book", "title": "Intensive case studies of practice across the foundation stage", "creators": [ { "creatorType": "author", "firstName": "Iram", "lastName": "Siraj-Blatchford" }, { "creatorType": "author", "firstName": "Kathy", "lastName": "Sylva" }, { "creatorType": "author", "firstName": "Brenda", "lastName": "Taggart" }, { "creatorType": "author", "firstName": "Pam", "lastName": "Sammons" }, { "creatorType": "author", "firstName": "Edward", "lastName": "Melhuish" }, { "creatorType": "author", "firstName": "K.", "lastName": "Elliot" } ], "abstractNote": "In Technical Paper 10, data from 12 effective pre-school centres, reflecting good child outcomes, (cognitive and/or social behavioural) have been analysed to reveal a unique 'story' for each centre. The associated Researching Effective Pedagogy in the Early Years (REPEY, Siraj-Blatchford et al DfES Research Report 356) project enabled the addition of two reception classes to the 12 EPPE cases (i.e. 14 case study centres in total), and this additional data is included in Technical Paper 10. The aim of the intensive case study analyses has been to tease out the specific pedagogical and other practices that are associated with achieving 'excellent' outcomes compared to those centres with 'good' or more 'average' outcomes. The EPPE definition of 'effectiveness' is based on child outcomes, which was understood as a necessary but insufficient component of quality on its own. High quality provision is related to child outcomes but also to the quality of child care and pedagogical practices that is offered as well. The report shows how the actual practices in the settings vary in important ways. The findings show that good outcomes for children are linked to early years settings that: View cognitive and social development of children as complementary and do not prioritise one over the other. Have strong leadership and long-serving staff (three years plus, this was even the case in the private daycare settings where the turnover of staff is normally the highest). Provide a strong educational focus with trained teachers working alongside and supporting less qualified staff. Provide children with a mixture of practitioner initiated group work and learning through freely chosen play. Provide adult-child interactions that involve 'sustained shared thinking' and open-ended questioning to extend children's thinking. Have practitioners with good curriculum knowledge combined with knowledge and understanding of how young children learn. Have strong parental involvement, especially in terms of shared educational aims with parents. Provide formative feedback to children during activities and provide regular reporting and discussion with parents about their child's progress. Ensure behaviour policies in which staff support children in rationalising and talking through their conflicts Provide differentiated learning opportunities that meet the needs of particular individuals and groups of children e.g. bilingual, special needs, girls/boys etc.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2003", "publisher": "Institute of Education University of London", "place": "London, UK", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "9780854736010", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CXIIVSMU", "PMP4FJTX" ], "relations": {}, "dateAdded": "2010-11-23T20:53:56Z", "dateModified": "2011-02-13T21:49:46Z" } } ]