View Item 

Show simple item record

The risks and opportunities of the COVID-19 crisis for building longitudinal evidence on today’s early childhood education programs
dc.contributor.authorWeiland, Christina
dc.contributor.authorMorris, Pamela
dc.date.accessioned2022-05-06T17:26:57Z
dc.date.available2023-07-06 13:26:56en
dc.date.available2022-05-06T17:26:57Z
dc.date.issued2022-06
dc.identifier.citationWeiland, Christina; Morris, Pamela (2022). "The risks and opportunities of the COVID-19 crisis for building longitudinal evidence on today’s early childhood education programs." Child Development Perspectives (2): 76-81.
dc.identifier.issn1750-8592
dc.identifier.issn1750-8606
dc.identifier.urihttps://hdl.handle.net/2027.42/172280
dc.description.abstractIn the United States, the long-term effects of early childhood programs have been given particular weight in research on early childhood education and in policy debates about the value of prekindergarten. Many research teams were building the evidence base on U.S. early childhood programs to inform that discussion when studies were upended by the COVID-19 pandemic. In this article, we describe the theoretical and practical risks the COVID-19 pandemic poses for longitudinal studies of preschool intervention programs. We also discuss the potential opportunities the crisis offers by introducing new variation in postprogram experiences for addressing new questions. The article intersects the resilience and disaster literatures with theoretical frameworks for the persistence of preschool effects. We conclude with recommendations for how longitudinal studies of cohorts affected by COVID-19 can enhance our understanding of the mechanisms behind the persistence of preschool effects.
dc.publisherRoutledge
dc.publisherWiley Periodicals, Inc.
dc.subject.otherlongitudinal impacts
dc.subject.otherinterventions
dc.subject.otherCOVID-19
dc.titleThe risks and opportunities of the COVID-19 crisis for building longitudinal evidence on today’s early childhood education programs
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelHealth Sciences
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/172280/1/cdep12445_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/172280/2/cdep12445.pdf
dc.identifier.doi10.1111/cdep.12445
dc.identifier.sourceChild Development Perspectives
dc.identifier.citedreferenceMorris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver, C. ( 2014 ). Impact findings from the Head Start CARES Demonstration: National evaluation of three approaches to improving preschoolers’ social and emotional competence. OPRE Report 2014-44. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
dc.identifier.citedreferenceMasten, A. S. ( 2018 ). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory and Review, 10 ( 1 ), 12 – 31. https://doi.org/10.1111/jftr.12255
dc.identifier.citedreferenceMasten, A. S., & Cicchetti, D. ( 2010 ). Developmental cascades. Development and Psychopathology, 22 ( 3 ), 491 – 495. https://doi.org/10.1017/S0954579410000222
dc.identifier.citedreferenceMasten, A. S., Lucke, C. M., Nelson, K. M., & Stallworthy, I. C. ( 2021 ). Resilience in development and psychopathology: Multisystem perspectives. Annual Review of Clinical Psychology, 17 ( 1 ), 521 – 549. https://doi.org/10.1146/annurev-clinpsy-081219-120307
dc.identifier.citedreferenceMasten, A., & Motti-Stefanidi, F. ( 2020 ). Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19. Adversity and Resilience Science, 1, 95 – 106. https://doi.org/10.1007/s42844-020-00010-w
dc.identifier.citedreferenceMasten, A. S., & Palmer, A. R. ( 2019 ). Parenting to promote resilience in children. In M. H. Bornstein (Ed.), Handbook of parenting (3rd ed., pp. 156 – 188 ). Routledge.
dc.identifier.citedreferenceMattera, S., Jacob, R., & Morris, P. ( 2018 ). Strengthening children’s math skills with enhanced instruction: The impacts of Making Pre-K Count and High 5s on kindergarten outcomes. MDRC, https://www.mdrc.org/sites/default/files/MPC-High_5s_Impact_FR_0.pdf
dc.identifier.citedreferenceMcCormick, M., Weiland, C., Hsueh, J., Pralica, M., Weissman, A. K., Moffett, L., Snow, C., & Sachs, J. ( 2021 ). Is skill type the key to the preK fadeout puzzle? Differential associations between enrollment in preK and constrained and unconstrained skills across kindergarten. Child Development, 92 ( 4 ), e599 – e620. https://doi.org/10.1111/cdev.13520
dc.identifier.citedreferenceOrengo-Aguayo, R., Stewart, R. W., de Arellano, M. A., Suárez-Kindy, J. L., & Young, J. ( 2019 ). Disaster exposure and mental health among Puerto Rican youths after Hurricane Maria. JAMA Network Open, 2 ( 4 ), 1 – 10. https://doi.org/10.1001/jamanetworkopen.2019.2619
dc.identifier.citedreferenceOsofsky, J. ( 2004 ). Young children and trauma: Interventions and treatment. Guilford Press.
dc.identifier.citedreferencePhillips, D. A., Johnson, A., Weiland, C., & Hutchison, J. E. ( 2017b ). Public preschool in a more diverse American: Implications for next-generation evaluation research. Poverty Solutions, https://eric.ed.gov/?id=ED594039
dc.identifier.citedreferencePhillips, D., Lipsey, M., Dodge, K. A., Haskins, R., Bassok, D., Burchinal, M. R., Duncan, G. J., Dynarski, M., Magnuson, K. A., & Weiland, C. ( 2017a ). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects. Brookings Institution.
dc.identifier.citedreferencePuma, M., Bell, S., Cook, R., Heid, C., Broene, P., Jenkins, F., Mashburn, A. & Downer, J. ( 2012 ). Third grade follow-up to the Head Start impact study final report, OPRE Report # 2012-45. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
dc.identifier.citedreferenceRutter, M. ( 1987 ). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57 ( 3 ), 316 – 331. https://doi.org/10.1111/j.1939-0025.1987.tb03541.x
dc.identifier.citedreferenceSehra, S. T., Fundin, S., Lavery, C., & Baker, J. F. ( 2020 ). Differences in race and other state-level characteristics and associations with mortality from COVID-19 infection. Journal of Medical Virology, 92 ( 11 ), 2406 – 2408. https://doi.org/10.1002/jmv.26095
dc.identifier.citedreferenceUngar, M. (Ed.). ( 2021 ). Multisystemic resilience: Adaptation and transformation in contexts of change. Oxford University Press.
dc.identifier.citedreferenceUngar, M., Connelly, G., Liebenberg, L., & Theron, L. ( 2019 ). How schools enhance the development of young people’s resilience. Social Indicators Research, 145, 615 – 627. https://doi.org/10.1007/s11205-017-1728-8
dc.identifier.citedreferenceUnterman, R., & Weiland, C. ( 2020 ). Higher-quality elementary schools sustain the prekindergarten boost: Evidence from an exploration of variation in the Boston Prekindergarten Program’s impacts. Annenberg Working Paper. https://www.edworkingpapers.com/sites/default/files/ai20-321.pdf
dc.identifier.citedreferenceWeiland, C., Greenberg, E., Bassok, D., Markowitz, A., Guerrero Rosada, P., Luetmer, G., Abenavoli, R., Gomez, C., Johnson, A., Jones-Harden, B., Maier, M., McCormick, M., Morris, P., Nores, M., Phillips, D., & Snow, C. ( 2021 ). Historic crisis, historic opportunity: Using evidence to mitigate the effects of the COVID-19 crisis on young children and early care and education programs. University of Michigan Education Policy Initiative and Urban Institute Policy Brief, https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf
dc.identifier.citedreferenceWeiland, C., Unterman, R., Shapiro, A., Staszak, S., Rochester, S., & Martin, E. ( 2020 ). The effects of enrolling in oversubscribed prekindergarten programs through third grade. Child Development, 91 ( 5 ), 1401 – 1422. https://doi.org/10.1111/cdev.13308
dc.identifier.citedreferenceWeiland, C., & Yoshikawa, H. ( 2013 ). Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84 ( 6 ), 2112 – 2130. https://doi.org/10.1111/cdev.12099
dc.identifier.citedreferenceBai, Y., Ladd, H. F., Muschkin, C. G., & Dodge, K. A. ( 2020 ). Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow? Children and Youth Services Review, 112, 104890. https://doi.org/10.1016/j.childyouth.2020.104890
dc.identifier.citedreferenceBailey, D., Duncan, G. J., Odgers, C. L., & Yu, W. ( 2017 ). Persistence and fadeout in the impacts of child and adolescent interventions. Journal of Research on Educational Effectiveness, 10 ( 1 ), 7 – 39. https://doi.org/10.1080/19345747.2016.1232459
dc.identifier.citedreferenceBoyce, W. T., & Ellis, B. J. ( 2005 ). Biological sensitivity to context: I. An evolutionary-developmental theory of the origins and functions of stress reactivity. Development and Psychopathology, 17 ( 2 ), 271 – 301. https://doi.org/10.1017/s0954579405050145
dc.identifier.citedreferenceBrotman, L. M., Dawson-McClure, S., Kamboukos, D., Huang, K., Calzada, E., Goldfeld, K., & Petkova, E. ( 2016 ). Effects of ParentCorps in prekindergarten on child mental health and academic performance: Follow-up of a randomized clinical trial through 8 years of age. JAMA Pediatrics, 170 ( 12 ), 1149 – 1155. https://doi.org/10.1001/jamapediatrics.2016.1891
dc.identifier.citedreferenceCatani, C., Jacob, N., Schauer, E., Kohila, M., & Neuner, F. ( 2008 ). Family violence, war, and natural disasters: A study of the effect of extreme stress on children’s mental health in Sri Lanka. BMC Psychiatry, 8, 33. https://doi.org/10.1186/1471-244X-8-33
dc.identifier.citedreferenceEarly Learning Network. (n.d.) Network studies. Nebraska Center for Research on Children, Youth, Families & Schools, University of Nebraska-Lincoln. https://earlylearningnetwork.unl.edu/research-projects/
dc.identifier.citedreferenceElder, G. H. ( 2018 ). Children of the great depression. Routledge.
dc.identifier.citedreferenceGassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. ( 2020 ). COVID-19 and parent-child psychological well-being. Pediatrics, 146 ( 4 ), 1 – 9. https://doi.org/10.1542/peds.2020-007294
dc.identifier.citedreferenceGormley, W. T. Jr, Phillips, D., & Anderson, S. ( 2018 ). The effects of Tulsa’s Pre-K program on middle school student performance. Journal of Policy Analysis and Management, 37 ( 1 ), 63 – 87. https://doi.org/10.1002/pam.22023
dc.identifier.citedreferenceGray-Lobe, G., Pathak, P. A., & Walters, C. R. ( 2021 ). The long-term effects of universal preschool in Boston (No. w28756). National Bureau of Economic Research. https://www.nber.org/papers/w28756
dc.identifier.citedreferenceHeckman, J. ( 2000 ). Policies to foster human capital. Research in Economics, 54 ( 1 ), 3 – 56. https://doi.org/10.1006/reec.1999.0225
dc.identifier.citedreferenceHobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., Friedman, M., Gersons, B. P. R., de Jong, J. T. V. M., Layne, C. M., Maguen, S., Neria, Y., Norwood, A. E., Pynoos, R. S., Reissman, D., Ruzek, J. I., Shalve, A. Y., Solomon, Z., Steinberg, A. M., & Ursano, R. J. ( 2007 ). Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry, 70 ( 4 ), 283 – 315. https://doi.org/10.1521/psyc.2007.70.4.283
dc.identifier.citedreferenceJenkins, J. M., Watts, T. W., Magnuson, K., Gershoff, E. T., Clements, D. H., Sarama, J., & Duncan, G. J. ( 2018 ). Do high-quality kindergarten and first-grade classrooms mitigate preschool fadeout? Journal of Research on Educational Effectiveness, 11 ( 3 ), 339 – 374. https://doi.org/10.1080/19345747.2018.1441347
dc.identifier.citedreferenceJohnson, A. D., Martin, A., Partika, A., Phillips, D. A., Castle, S. & Tulsa SEED Study Team ( 2021 ). Chaos during the COVID-19 outbreak: Predictors of household chaos among low-income families during a pandemic. Family Relations, 71 ( 1 ), 18 – 28. https://doi.org/10.1111/fare.12597
dc.identifier.citedreferenceJohnson, R. C., & Jackson, C. K. ( 2019 ). Reducing inequality through dynamic complementarity: Evidence from Head Start and public school spending. American Economic Journal: Economic Policy, 11 ( 4 ), 310 – 349. https://doi.org/10.1080/19345747.2018.1441347
dc.identifier.citedreferenceJones, S. M., Lesaux, N. K., Gonzalez, K. E., Hanno, E. C., & Guzman, R. ( 2020 ). Exploring the role of quality in a population study of early education and care. Early Childhood Research Quarterly, 53 ( 4 ), 551 – 570. https://doi.org/10.1016/j.ecresq.2020.06.005
dc.identifier.citedreferenceKidman, R., Margolis, R., Smith-Greenaway, E., & Verdery, A. M. ( 2021 ). Estimates and projections of COVID-19 and parental death in the US. JAMA Pediatrics, 175 ( 7 ), 745 – https://doi.org/10.1001/jamapediatrics.2021.0161
dc.identifier.citedreferenceKogan, V., & Lavertu, S. ( 2021 ). The COVID-19 pandemic and student achievement on Ohio’s third-grade English Language Arts assessment. John Glenn College of Public Affairs, The Ohio State University. Retrieved May 6, 2021, from http://glenn.osu.edu/educational-governance/reports/reports-attributes/ODE_ThirdGradeELA_KL_1-27-2021.pdf
dc.identifier.citedreferenceLadd, H. F., Muschkin, C. G., & Dodge, K. A. ( 2014 ). From birth to school: Early childhood initiatives and third-grade outcomes in North Carolina. Journal of Policy Analysis and Management, 33 ( 1 ), 162 – 187. https://doi.org/10.1002/pam.21734
dc.identifier.citedreferenceLee, S., & Waters, S. F. ( 2021 ). Asians and Asian Americans’ experiences of racial discrimination during the COVID-19 pandemic: Impacts on health outcomes and the buffering role of social support. Stigma and Health, 6 ( 1 ), 70 – 78. https://doi.org/10.1037/sah0000275
dc.identifier.citedreferenceLuthar, S. S. ( 2006 ). Resilience in development: A synthesis of research across five decades. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Vol. 3. Risk, disorder, and adaptation ( 2 nd ed., pp. 739 – 795 ). Wiley.
dc.identifier.citedreferenceMasten, A. ( 2014 ). Global perspectives on resilience in children and youth. Child Development, 85 ( 1 ), 6 – 20. https://doi.org/10.1111/cdev.12205
dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
cdep12445_am.pdf
Size:
235.1KB
Format:
PDF
View/Open
Name:
cdep12445.pdf
Size:
232.7KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.