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Although many studies have investigated links between maternal employment and children's wellbeing, less research has considered whether the stability of maternal employment is linked with child outcomes. Using unique employment calendar data from the Fragile Families and Child Wellbeing Study (N=2,011), an urban birth cohort study of largely low-income families, this paper investigates whether the stability of maternal employment in early childhood (birth to age 5) is linked with child behavior and cognitive skills at ages 5 and 9. Employment stability (continuous employment over all 5 years, low levels of job churning, longer job tenure) was linked with less child externalizing behavior, but there was little evidence to suggest stability was particularly important for PPVT [Peabody Picture Vocabulary Test] and Woodcock-Johnson scores. Rather, for PPVT and Woodcock-Johnson scores, an increase in maternal employment in early childhood more generally was associated with higher scores.

This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.

Using a structural life-cycle model, we quantify the long-term impact of school closures during the Corona crisis on children affected at different ages and coming from households with different parental characteristics. In the model, public investment through schooling is combined with parental time and resource investments in the production of child human capital at different stages in the children's development process. We quantitatively characterize both the long-term earnings consequences on children from a Covid-19 induced loss of schooling, as well as the associated welfare losses. Due to self-productivity in the human capital production function, skill attainment at a younger stage of the life cycle raises skill attainment at later stages, and thus younger children are hurt more by the school closures than older children. We find that parental reactions reduce the negative impact of the school closures, but do not fully offset it. The negative impact of the crisis on children's welfare is especially severe for those with parents with low educational attainment and low assets. The school closures themselves are primarily responsible for the negative impact of the Covid-19 shock on the long-run welfare of the children, with the pandemic-induced income shock to parents playing a secondary role. [Financial support for this report was provided by the European Research Council, the DFG through a Leibnizpreis, and NORFACE Dynamics of Inequality across the Life-Course (TRISP).]

Science shows that children who do well despite serious hardship have had at least one stable and committed relationship with a supportive adult. These relationships buffer children from developmental disruption and help them develop "resilience," or the set of skills needed to respond to adversity and thrive. This working paper from the National Scientific Council on the Developing Child explains how protective factors in a child's social environment and body interact to produce resilience, and discusses strategies that promote healthy development in the face of trauma.

The article gives details of all policy papers related to education published by the United Kingdom Government from 21 to 25 November, 2022. Topics discussed include "Call to Action to Ensure the Rights and Wellbeing of Children Born of Sexual Violence in Conflict;" "Action Plan: Small and Medium Sized Enterprises 2022-2025;" and "Digital Skills Divided: Technical provision for 16-to-19-year-olds."

Exclusionary discipline practices differentially harm young children of color. As early childhood education systems seek to close these gaps to ensure all young children have access to high quality early learning experiences, the field requires more evidence-based approaches that can be scaled and replicated. Infant and early childhood mental health consultation (IECMHC) has been associated with lower rates of preschool expulsion; but the field lacks clear guidance on the essential elements of high quality IECMHC. Without such guidance, researchers cannot build a credible evidence base for the causal link between IECMHC and exclusionary discipline. An interdisciplinary research team, with support from the national Center for Excellence in IECMHC, led a consensus-building process to identify the essential activities of IECMHC as implemented across settings. The three-stage Delphi Process resulted in a list of five essential elements and 26 activities that define IECMHC and make concrete its emphasis on relationships and equity. This greater clarity around the activities of IECMHC can help inform future research and evaluation, as well as workforce and professional development. [This paper was published in "Early Childhood Research Quarterly" v66 p24-33 2024.]

The article gives details of all policy papers published by Government departments connected with education as of 17 to 21 February, 2020. It mentions about an overview of child protection legislation in England; and also mentions the effects of high-quality professional development on teachers and students.

Researchers often question the validity of multi-informant assessments among adolescents with child welfare involvement. Yet, within other clinical populations, prior research finds that multi-informant reports have a discernable structure characterized by discrete patterns of agreement and disagreement. This structure "tracks" contextual displays of behavior and clinical severity. We examined the structure of multi-informant reports (i.e., adolescent, caregiver, teacher) of adolescent externalizing and internalizing problems in a sample of adolescents with a history of child welfare involvement. Across problem domains and informants, reporting patterns mirrored those observed in other clinical populations, and displayed characteristics robustly present in meta-analytic work on cross-informant correspondence. Specifically, informants agreed more on reports of externalizing problems than internalizing problems and caregiver-teacher dyads agreed more than adolescent-caregiver dyads. Overall, we found robust, replicable patterns of multi-informant reports among child welfare involved adolescents. These reporting patterns may facilitate use and interpretation of multi-informant evidence-based assessments among this population. [This paper was published in "Child Psychiatry and Human Development" v52 n1 p49-62 2021.]

The last decade has seen many exciting innovations in education. Educators have developed new instructional models that accelerate and deepen student learning by tailoring instruction to each student's individual needs, skills, and interests. In recent years nearly every state in the nation has responded by considering new student data privacy legislation to build upon the aging foundation offered by federal law and to meet the unique circumstances and needs of their schools and communities. Given the complexity of the issue and its relationship to the implementation of other important education policies, it is important for policymakers to ensure that their actions effectively address parents' privacy concerns without unintentionally undermining schools' ability to provide students the personalized, high-quality education parents expect and that will prepare students for success in college, life, and work. Targeted to state policymakers and their advisors and grounded in new data commissioned by ExcelinEd on parent views about technology and student data privacy, the purpose of this paper is threefold: (1) to shed light on the context for the privacy of student data as an issue and on parental concerns more specifically; (2) to provide a brief review and analysis of the current federal and state legislative landscape regulating the collection and use of data about students; and (3) to suggest potential strategies for addressing outstanding parental and public concerns, including via the passage of new state legislation. The paper concludes with recommendations of actions that various stakeholders--including state education agencies, school districts, parents, and companies--can take even in the absence of the passage of new legislation to improve student data privacy and security in the current K-12 context. With or without new legislation, protecting student data will require a focus on good governance processes, regular review of security practices, transparency and effective communications, and a commitment to build the capacity of state, district and school level employees to protect student data.

A list of policy papers published by government departments in Great Britain regarding education, training and children's services is presented, including child sexual abuse custodial institutions, international parental child abduction and development of literary skills in a digital world.

The article discusses all policy papers published by government departments connected with education, training and children's services in Great Britain from March 23-27, 2020. Topics include key information for local authorities on the final local government finance settlement 2020 to 2021; and the Teaching and Learning International Survey report on teachers in the world.

The article presents information on several policy papers published by British Government departments connected with education, training and children's services. It mentions about the impact of impact of Covid-19 pandemic and Brexit on European Union (EU) student numbers; and promoting youth empowerment and intergenerational justice.

This literature review examines the evidence base of the Breakthrough Series Collaborative (BSC) to better understand its outputs and outcomes, as well as the contextual factors that may support success. The review's findings will be incorporated into the next phase of the "Culture of Continuous Learning (CCL) Project," which includes a feasibility study to examine the implementation of the BSC in both Head Start and child care settings. Literature included in this review included peer-reviewed research articles, policy briefs, research reports, and white papers. The literature cited in this review was published between 1998 and 2016. Sections I through V of this report include a mix of literature related to the BSC and other quality improvement methods relevant for early childhood, while Section V includes literature specific to the outcomes related to BSC implementation. The literature search specific to the BSC identified 49 articles, of which 34 included a focus on BSC outcomes. These articles largely focused on studies conducted in the health care field. Overall, the literature examining the implementation and outcomes indicates that the BSC methodology has consistent evidence of improving practices in healthcare, child welfare, and mental health service provision by facilitating the implementation of evidence-based practices (EBP) and building the infrastructure to support quality improvement efforts. The literature suggests that the CCL Project may need to: (1) Support buy-in and engagement in the BSC at multiple levels of the system; (2) Ensure supports for implementation, including training, supervision, and data systems; (3) Develop strategies for building capacity to engage in the improvement process at all levels; (4) Examine ongoing incentives for supporting participation in the initiative; and (5) Identify strategies for trouble-shooting common problems that arise.

How can we use insights from cutting-edge science to improve the well-being and long-term life prospects of the most vulnerable children in our society? This is both a critical challenge and a powerful opportunity to affect the trajectories of millions of children in the United States and around the world. It is a question of particular importance to those who make or affect public policy. This paper shows how the science of child development can be leveraged to strengthen and improve the public child welfare system so that it can better support the children, families, and communities it serves. This paper has been developed in consultation with child welfare leaders and practitioners. Part I, The Science of Child Development, consolidates some of the key scientific concepts relevant to child welfare systems, including the science underlying child development, neglect, and the basic capabilities adults need in order to buffer the effects of adversity and promote healthy child development. Part II, Opportunities to Apply Developmental Science to Child Welfare, sets out five organizing principles for how these scientific findings can be applied to child welfare systems, providing examples to show how each principle can be used. The paper is intended for leaders in the public agencies responsible for child protection and related functions; in the private, non-profit agencies that provide many of the services in these systems; in the courts, which play a critical role in child welfare; in legislative committees that oversee child welfare and related services; and in the many other public systems, such as early childhood education, mental health, and juvenile justice, whose support is essential to success in child welfare. Additional references for the scientific material in this paper can be found in the three reports from the Center on the Developing Child listed on page 4 of this report. [The science in this report draws principally from the work of the National Scientific Council on the Developing Child. Additional funding was provided by the Hemera Foundation and the Palix Foundation.]

In the United States, there is a growing sense of urgency and attention to the issues of equity and youth well-being. As a nation, we devote significant expertise and resources to addressing disparities and closing gaps among groups of young people, yet our progress has been slow, in no small part because our best efforts remain deeply fragmented. As a result, too many young people transition from adolescence to adulthood without the abilities, skillsets and mindsets they need to manage life's opportunities and challenges. The Readiness Project is designed to make science clear, accessible and actionable. It is a multi-year, multi-phase initiative that begins with comprehensive research to define readiness and the conditions and contexts that influence whether a young person is ready. It then moves to translate those findings into concrete tools and lessons that can be used by leaders, practitioners, policymakers, advocates and anyone else working to improve the lives of young people. This paper presents the findings of a three-year research effort to locate and synthesize the science of readiness. It is divided into two main sections: The first describes the overall science of readiness, the second dives more deeply into four core components of this science, offering examples of how organizations and communities can and are putting them to use.

The article offers information on several consultations provided by the government of Great Britain on education that are undertaken by educational departments and their agencies. Consultations discussed include GCSE Physical Education (short course): Consultation on Conditions and guidance, Child Safety On-line: Age Verification for Pornography, and High Needs Funding Reform.

The article presents a list of Whitehall consultation proceedings by the British government on education and children's services for the period March 9-13, 2015 including "Alternative Providers of Higher Education: Improving Quality and Value for Money" forwarded by the Department for Education and the "Funding for 0 to 5 Children's Services: 2016 to 2017" with reference to the Advisory Committee on Resource Allocation (ACRA).

Key Points * COVID-19 and subsequent government responses introduced new barriers to detection and responding to child maltreatment and achieving permanency for children in foster care. * New strategies and [...]

Key Points * Responsible use of data is the best means of accurately diagnosing system problems, identifying policy solutions, evaluating intended and unintended impacts of policy changes, and improving outcomes [...]

The article outlines all live government consultations in Great Britain concerning education, training, and children's services undertaken by departments and their agencies from June 15 to 19, 2015. Topics covered include consultations on regulations for English language, regulations for biology, chemistry and physics, and a review of cost of providing childcare review.

The article presents all live Great Britain Government consultations on education, training and children's services undertaken by departments and their agencies for the period March 16-20, 2015. Part 1 lists those consultations with a deadline for submissions within the next week, while part 2 lists all other live consultations except those published in the previous week, and part 3 lists new consultations published in the previous week.

The article presents a weekly summary of the parliamentary proceedings in Whitehall and Westminster from February 2-6, 2015 covering education, training and children's services in Great Britain. Topics discussed include the General Certificate of Secondary Education (GCSE) reform regulations for art and design, the publishing of Secretary of State for Education Nicky Morgan's speech at the Leicester Law Society and Home Secretary Theresa May's ministerial statement on child sexual abuse.

The article discusses about the National Indian Child Welfare Association (NICWA), its mission, vision, philosophy, and programs. It is noted that NICWA is an organization dedicated to the well-being of American Indian and Alaska Native children and families. It is further reported their mission is to provide community-based, culturally appropriate services to help Native children grow up safe, healthy, and spiritually strong, free from abuse, neglect, sexual exploitation, and substance abuse.

The article presents a summary of weekly consultations in the Whitehall on education, children's services and training issues in Great Britain covering the period February 2-6, 2015. Topics include the Department for Education's funding for children and young people with special education needs and disability (SEND) and the General Certificate of Secondary Education (GCSE) AS and A level reforms of regulations for dance and ancient languages.

The article offers insight to education debates in Great Britain House of Commons and the House of Lords from 18 to 22 March 2019. Topics discussed include laws governing sex education and health education; statement of Julian Sturdy on special education needs support in schools; and the views of Kate Osamor on laws governing duty on local authorities to safeguard and promote the welfare of all children under Children Act 1989.

The article offers information about a report regarding the response to the proposals for Joint Targeted Area Inspections of services in examining how local agencies work together in providing protection to children in Great Britain.

Child abuse and a foster care system rocked by scandal continue to garner national headlines. At last count, in 2014, more than 700,000 American children were victims of abuse or neglect, and nearly 1,600 died. Some experts say caseworkers often are too willing to leave children with their biological parents in abusive homes in an effort to keep families together. Others say, however, that while many foster parents do a good job, too many children suffer from abuse, neglect or sexual exploitation in foster homes. Social workers, child advocates and researchers are trying to determine how child welfare agencies can better prevent abuse or rescue children suffering from it. A national commission has called for more prevention research, and Congress is considering helping states pay for family counseling and other services to help children at risk of harm. Meanwhile, some communities are experimenting with the use of "big data" algorithms to help identify which children are most at risk of abuse. [ABSTRACT FROM AUTHOR]

The article focuses on Great Britain's "Education Parliamentary Monitor Weekly Bulletin" for the period March 2-6, 2015 and future activity planned beyond the said period. This bulletin provides information on education, children's services and training in Whitehall and Westminster in Central London, England through a cursory review of government consultations, ministerial speeches and major publications. Debates in the House of Commons and discussions in the House of Lords are also included.

The article presents the debates in the British Parliamentary's House of Commons and the House of Lords on education and children's services. Topics discussed include the Minister of State, Ministry of Defence, Anna Soubry's report on cadet force units, the impact of hearing loss on children's pursuit of success and accomplishments, and funding for grammar schools. Also mentioned is the debate on child poverty in Scotland.

The article discusses the work-oriented strategies imposed by the U.S. Office of Child Support Enforcement (OCSE) for noncustodial parents. It mentions the number of work-oriented programs operated by the U.S. government for noncustodial parents with active child support enforcement (CSE) agency involvement. It notes the release of the Notice of Proposed Rulemaking (NPRM) that proposed revisions to CSE program operations and enforcement procedures.

The article examines the role of the U.S. Child Support Enforcement (CSE) program for connecting fathers to their children. Topics discussed include the exclusion of fathers with regard to their input or participation in child welfare programs, the role of fatherhood and motherhood to successful child rearing and well-being, and the number children having emotional and behavioral problems for being in single-parent families.

The article discusses the child support enforcement (CSE) program offered by the U.S. Office of Child Support Enforcement (OCSE). It mentions the increase of child support payment collected by the CSE agencies in the fiscal year 2015. It notes the argument that public policies are needed to support the role of father as nurturer, disciplinarian, mentor and moral instructor.

The article focuses on the social, health, and economic costs of teenage pregnancy in the U.S. Topics mentioned include the importance of teenage pregnancy prevention, the health conditions of children by teenage mothers, and the regulation to teenage parents in the country. Also mentioned are the health services and child support to them and the child welfare development.