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Access to Early Care and Education in Rural Communities: Implications for Children's School Readiness.

ABSTRACT: This study links county-level early care and education (ECE) program, economic, and demographic data to child-level data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 to examine geographic variation in ECE program participation and provision. We find that public ECE programs, particularly Head Start, occupy a larger role in nonmetropolitan communities than in metropolitan areas. By contrast, children in rural counties are less likely to attend private center-based ECE, and nonprofit childcare program expenditures in rural areas lag. We also find rural-metropolitan differences in school readiness diminish when geographic characteristics are controlled. Results suggest that county-level context and state-level policy features shape children's early experiences, and that public ECE investments are key in narrowing disparities in ECE attendance and in children's outcomes.

SUBMITTER: Morrissey TW

PROVIDER: S-EPMC10575474 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature

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Access to Early Care and Education in Rural Communities: Implications for Children's School Readiness.

Morrissey Taryn W TW Allard Scott W SW Pelletier Elizabeth E

The Russell Sage Foundation journal of the social sciences : RSF 20220512 3

This study links county-level early care and education (ECE) program, economic, and demographic data to child-level data from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011 to examine geographic variation in ECE program participation and provision. We find that public ECE programs, particularly Head Start, occupy a larger role in nonmetropolitan communities than in metropolitan areas. By contrast, children in rural counties are less likely to attend private center-based ...[more]

PMID: 37842145

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Centre‐based early education interventions for improving school readiness: A systematic review

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| S-EPMC10906068 | biostudies-literature

Primary care strategies for promoting parent-child interactions and school readiness in at-risk families: the Bellevue Project for Early Language, Literacy, and Education Success.

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Project description:ObjectivesTo characterize the relationship between positive early childhood experiences (PECEs) and school readiness, and assess whether the PECEs-school readiness relationship was robust to and/or differed across levels of adverse childhood experiences (ACEs).MethodsWe analyzed national data on children ages 3-5 from 2016 to 2020 (n = 26 871) to examine associations between key PECE domains (nurturing relationships, home learning opportunities, safe and stable environments, and family routines) with being on track for school readiness, defined using a pilot, multidimensional measure called "healthy and ready to learn". Weighted univariate, bivariate, and multivariable analyses were conducted to generate nationally representative estimates. Multivariable models adjusted for sociodemographic factors and were assessed both with and without cumulative ACE exposure.ResultsTwo-fifths of children were healthy and ready to learn. Exposure to PECEs was associated with higher school readiness, irrespective of relative ACE exposure. Compared with those with low PECEs, children with moderate (aOR, 2.19; 95% CI, 1.86-2.58) and high (aOR, 4.37; 95% CI, 3.58-5.34) PECEs had greater odds for being healthy and ready to learn, net of both sociodemographic factors and ACE exposure. Significant associations were robust across demographic groups (eg, race and ethnicity), ACE levels, and ACE types (eg, parental incarceration).ConclusionsIncreasing PECEs correspond with greater likelihood of possessing capacities key for school functioning, even amidst ACEs. In concert with efforts to ameliorate early life trauma, caregivers, health care providers, educators, and systems can consider boosting PECEs to foster healthy development in childhood and beyond.

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Project description:Observational data collected prior to the pandemic (between 2004 and 2019) were used to simulate the potential consequences of early childhood care and education (ECCE) service closures on the estimated 167 million preprimary-age children in 196 countries who lost ECCE access between March 2020 and February 2021. COVID-19-related ECCE disruptions were estimated to result in 19.01 billion person-days of ECCE instruction lost, 10.75 million additional children falling "off track" in their early development, 14.18 million grades of learning lost by adolescence, and a present discounted value of USD 308.02 billion of earnings lost in adulthood. Further burdens associated with ongoing closures were also forecasted. Projected developmental and learning losses were concentrated in low- and lower middle-income countries, likely exacerbating long-standing global inequities.

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