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Strengthening the evidence for maternal and child health programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 20 (458 total).

U.S. Department of Health and Human Services, Administration for Children and Families. n.d.. Bringing it together: Head Start-state collaboration projects. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, 67 pp.

Annotation: This report provides an introduction to the Head Start-State Collaboration Projects, which involve Head Start in state planning and policy making efforts that affect low income children and families. It includes some fact sheets on the Collaboration Projects, project profiles and contact list, legislation regarding Head Start-State Collaboration Projects, and an excerpt from the report of the Advisory Committee on Head Start Quality and Expansion.

Contact: U.S. Administration for Children and Families, 370 L'Enfant Promenade, S.W., Washington, DC 20447, Telephone: (202) 401-9215 Secondary Telephone: (800) 422-4453 Web Site: http://www.acf.hhs.gov Available from the website.

Keywords: Collaboration, Early childhood education, Family support, Head Start, Low income groups, Policy development, Program descriptions, Public private partnerships, State initiatives, Statewide planning

Hansen KA, Kaufmann RK, Saifer S. n.d.. Education and the culture of democracy: Early childhood practice. Washington, DC: Children's Resources International, 132 pp. (Step by Step: A program for children and families)

Annotation: This book provides a framework for understanding the relationship between early childhood education and the capacity to function effectively in a democracy. It offers guidance, examples, methods, and language to help prepare young children to grow within the culture of democracy. Topics include education and democracy; the child-centered classroom; creating a plan for the child-centered classroom; equality; skills, talent, and creativity; encouragement of positive behavior; development of healthy habits; communication with other children, parents, and others; family and community involvement, and the transition to elementary school.

Contact: Children's Resources International, 2801 New Mexico Avenue, N.W., Suite 1020, Washington, DC 20007, E-mail: pcoughlin@childrensresources.org Document Number: ISBN 1-889544-02-7.

Keywords: Child behavior, Communication, Communities, Early childhood development, Early childhood education, Elementary school children, Families, Parents, Preschool children, Young children

National Center on Birth Defects and Developmental Disabilities, Early Hearing Detection and Intervention Program. n.d.. Hearing loss fact sheet. [Atlanta, GA: National Center on Birth Defects and Developmental Disabilities, Early Hearing Detection and Intervention Program], 1 p.

Annotation: This fact sheet for parents provides information about hearing loss in children. It explains what hearing loss in children is; discusses some signs of hearing loss, what causes it, and whether it can be prevented; and what parents can do it they suspect that their child has hearing loss. The fact sheet is printed in English on one side and in Spanish on the other.

Contact: National Center on Birth Defects and Developmental Disabilities, Early Hearing Detection and Intervention Program, 1600 Clifton Road, Mailstop E-88, Atlanta, GA 30333, Telephone: (404) 498-3032 Secondary Telephone: (800) 232-4636 Fax: (404) 498-3060 E-mail: ehdi@cdc.gov Web Site: http://www.cdc.gov/ncbddd/ehdi Available at no charge; also available from the website.

Keywords: Child development, Children, Consumer education materials, Early childhood development, Hearing disorders, Hearing screening, Hearing tests, Heath services, Infant development, Infants, Prevention, Spanish language materials

University of Texas Health Science Center at San Antonio School of Medicine, Department of Family and Community Medicine. n.d.. Project Smile. San Antonio, TX: University of Texas Health Science Center at San Antonio School of Medicine, Department of Family and Community Medicine, 4 modules.

Annotation: This training course for physicians comprises course instruction that includes a brief self-assessment and four modules on early childhood oral health. Module 1 defines early childhood caries (ECC) and discusses ECC prevalence, risk factors, and causes. Module 2 discusses the tooth-eruption sequence, the first oral examination, the benefits of early examinations, and the knee-to-knee oral examination. Module 3 describes the dental caries sequence, white spots, caries severity, and unusual problems. Module 4 addresses culturally sensitive care, ways to prevent ECC, anticipatory guidance, and toothbrushing technique.

Contact: University of Texas Health Science Center at San Antonio School of Medicine, Department of Family and Community Medicine, 7703 Floyd Curl Drive, Mail Code 7794, San Antonio, TX 78229-3900, Telephone: (210) 567-4550 Contact Phone: (210) 567-0815 Fax: (210) 567-4579 Contact E-mail: presleyt@uthscsa.edu Web Site: http://familymed.uthscsa.edu Available from the website.

Keywords: Dentists, Early childhood caries, Family physicians, Oral health, Professional development, Training materials, Young children

Home Visiting Evidence of Effectiveness. 2017. Home visiting programs: Reviewing evidence of effectiveness. Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research, and Evaluation, 3 pp. (OPRE report #2017-30)

Annotation: This fact sheet describes a systematic review of home visiting research to determine which home visiting program models have sufficient evidence to meet U.S. Department of Health and Human Services (DHHS) criteria for an "evidence-based early childhood home visiting service delivery model." The brief also summarizes the evidence of effectiveness for the 20 program models that met DHHS criteria. Topics include favorable and sustained program impacts on primary and secondary outcome measures and whether or not the model has been replicated.

Contact: U.S. Administration for Children and Families, Office of Planning, Research, and Evaluation, 370 L'Enfant Promenade, S.W., Seventh Floor West, Washington, DC 20447, Web Site: http://www.acf.hhs.gov/opre Available from the website.

Keywords: Child health, Early childhood development, Family support programs, Home visiting, Maternal health, Measures, Model programs, Outcome evaluation, Parenting, Research, School readiness, Sustainability, Young children

O'Connor C. 2017. Working toward well-being: Community approaches to toxic stress. Washington, DC: Center for the Study of Social Policy, Early Childhood LINC Learning Lab on Community Approaches to Toxic Stress, 7 pp.

Annotation: This brief defines toxic stress from a community perspective and presents a framework for a community approach to addressing toxic stress, nested within the broader context of working toward healthy development and well-being. The brief also provides examples of how communities are taking action and recommendations for next steps to promote and further develop comprehensive approaches to toxic stress in communities across the country. Strategies for parents and caregivers; service providers; and multisystem, community partners and policymakers are included.

Contact: Center for the Study of Social Policy, 1575 Eye Street, N.W., Suite 500, Washington, DC 20005, Telephone: (202) 371-1565 Fax: (202) 371-1472 E-mail: info@cssp.org Web Site: http://www.cssp.org Available from the website.

Keywords: Advocacy, Child development, Child health, Communication, Communities, Community action, Community based services, Community role, Coordination, Early childhood, Families, Health education, Leadership, Models, Organizational change, Parents, Policy development, Protective factors, Social change, Stress, Systems development, Young children

Robert Wood Johnson Foundation. 2017. Feeding infants and young toddlers: Using the latest evidence in child-care settings. Princeton, NJ: Robert Wood Johnson Foundation, 21 pp.

Annotation: This brief summarizes evidence for promoting healthy nutrition in the early care and education setting. Topics include breastfeeding, shaping food preferences among infants and toddlers, the role of the feeding environment and responsive feeding, introducing infants to complementary foods, and recognizing infants’ and toddlers’ hunger and fullness cues. Feeding strategies to reduce the likelihood that children will develop tooth decay are provided. Policy and practice implications are included.

Contact: Healthy Eating Research, Duke Global Health Institute, Duke University, Duke Box 90519, Durham, NC 27708, Telephone: (800) 578-8636 E-mail: globalhealth@duke.edu Web Site: http://www.healthyeatingresearch.org Available from the website.

Keywords: Breastfeeding, Child care, Complementary feeding, Early childhood education, Feeding, Food allergies, Food preferences, Food safety, Guidelines, Health promotion, Infants, Nutrition, Physical activity, Policy development, Toddlers, Young children

Bartlett JD, Smith S, Bringewatt E. 2017. Helping young children who have experienced trauma: Policies and strategies for early care and education. Washington, DC: Child Trends; New York, NY: National Center for Children in Poverty, 31 pp.

Annotation: This report describes early childhood trauma and its effects, offers promising strategies for early care and education (ECE) programs and systems to help young children who have experienced trauma, and presents recommendations for state policymakers and other stakeholders looking to support trauma-informed ECE for this group.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: Chlld care, Community based services, Early childhood education, Family support services, Policy development, Service integration, Systems development, Trauma care, Vulnerability, Work force, Young children

Murphy C, Grannemann K. 2017. Title V data integration toolkit. Washington, DC: Association of Maternal and Child Health Programs,

Annotation: This toolkit is a collection of resources that aims to assist states as they integrate Title V data into Early Childhood Integrated Data Systems (ECIDS). The toolkit consists of tip sheets, data integration use cases, and state examples.

Contact: Association of Maternal and Child Health Programs, 1825 K Street, N.W., Suite 250, Washington, DC 20006-1202, Telephone: (202) 775-0436 Fax: (202) 478-5120 E-mail: info@amchp.org Web Site: http://www.amchp.org Available from the website.

Keywords: Case studies, Data linkage, Early childhood development, Early childhood education, Integrated information systems, Interagency cooperation, Program coordination, Program improvement, State programs, Systems development, Title V programs

U.S. Office of Head Start. 2016–. Head Start policy and regulations. Washington, DC: U.S. Office of Head Start, multiple items.

Annotation: These resources for Head Start agencies that provide services to children and families describe program performance standards and the requirements set forth in the Head Start Act of 2007. Topics include program governance, financial and administrative requirements, administrative procedures, and definitions. Information about program operations including oral health services are provided. Additional resources for grantees include information memoranda, program instructions, and information about fiscal regulations.

Contact: Early Childhood Learning and Knowledge Center, Telephone: (866) 763-6481 E-mail: health@ecetta.info Web Site: https://eclkc.ohs.acf.hhs.gov Available from the website.

Keywords: Administration, Community based services, Community programs, Comprehensive programs, Costs, Early childhood education, Early intervention programs, Educational programs, Federal legislation, Fiscal management, Head Start, Health programs, Oral health, Prevention programs, Program budgeting, Program coordination, Program development, Program management, Psychosocial development, Regulations, Standards, Young Children

Lombardi J, Harding JF, Connors MC, Friednam-Krauss AH, Dichter H, Ponder K, Sells J, Wolfe RB, Tarrant K, Scott-Little C, Maxwell KL, Jordan E, King C, Mathias D. 2016–. Rising to the challenge: Building effective systems for young children and families, a BUILD e-book. Boston, MA: Build Initiative, multiple items.

Annotation: This e-book highlights lessons learned from the initial implementation of a federal initiative to support states in their efforts to align, coordinate, and improve the quality of existing early learning and development programs across multiple funding streams that support children from birth through age five. Contents include experience, trends, and reflections captured through interviews with state leaders. Topics include state systems building through governance, local systems building through coalitions, early learning-health connections, trends and innovations in early childhood education work force development, reform in vision and practice, improving systems of learning through the use of child standards and assessments, integrated data strategies, and the impact of the initiative on state Quality Rating Improvement Systems (QRIS).

Contact: Build Initiative, 89 South Street, Suite 700, Boston, MA 02111, Telephone: (617) 523-6565 E-mail: info@buildinitiative.org Web Site: http://www.buildinitiative.org Available from the website.

Keywords: Access to health care, Assessments, Child health, Coalitions, Data, Early childhood development, Early childhood education, Federal initiatives, Financing, Learning, Program coordination, Program improvement, Quality assurance, Service coordination, Service delivery systems, Standards, State government, Systems development, Trends, Work force

Community Preventive Services Task Force. 2016. Promoting health equity. Atlanta, GA: Centers for Disease Control and Prevention, multiple items.

Annotation: These resources provide evidence-based recommendations and findings about what works to promote health equity in the community. Topics include education programs and policies, culturally competent health care, and housing programs and policies. Presentation and promotional materials are included.

Contact: Community Preventive Services Task Force, Centers for Disease Control and Prevention, Community Guide Branch, 1600 Clifton Road, N.E., MSE69, Atlanta, GA 30329, Telephone: (404) 498-6595 E-mail: communityguide@cdc.gov Web Site: https://www.thecommunityguide.org/task-force/community-preventive-services-task-force-members Available from the website.

Keywords: Cultural competence, Early childhood education, Low income groups, After school programs, Child development centers, Community based programs, Community development, Community health centers, Consumer education materials, Culturally competent services, Education, Educational attainment, Equal opportunities, Financial support, Health care delivery, Health education, Health promotion, Housing, Kindergarten, Patient education materials, Public policy, Recruitment, Research, Retention, School based clinics, Training, Translation, Work force

Stark DR. 2016. Equity starts early: How chiefs will build high-quality early education. Washington, DC: Council of Chief State School Officers, 22 pp.

Annotation: This document for chief state school officers focuses on ways to prioritize and strengthen early learning opportunities and outcomes as an essential mechanism for closing the achievement gap and strengthening student outcomes through college and career. Contents include five action steps that chiefs can use to leverage the value of early childhood education for their state's public education system. Topics include engaging families and communities in early learning; connecting early childhood programs and elementary schools; accelerating improvement and innovation in early childhood programs; building a high performing early childhood work force; and increasing investment to provide quality, voluntary early childhood education for all children. Examples of state leadership are included.

Contact: Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431, Telephone: (202) 336-7000 Fax: (202) 408-8072 E-mail: info@ccsso.org Web Site: http://www.ccsso.org Available from the website.

Keywords: Community action, Diffusion of innovation, Early childhood development, Early childhood education, Elementary schools, Equal opportunities, Families, Leadership, Learning, Program improvement, Public education, Systems development, Work force, Young children

Dallavalle M, Sellers C. 2016. Help me be healthy: WIC education series. Falls Church, VA: Crabtree + Company, help me be healthy, multiple items.

Annotation: This series of 12 educational brochures sequentially focus on the needs of new and expectant mothers and infants and children from birth through age five. Topics are based on national Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) standards and include reading readiness, childhood obesity prevention, food and nutrition, behavior and developmental skills, and communication and language acquisition.

Contact: Crabtree + Company, help me be healthy, 200 Park Avenue, Falls Church, VA 22046, Telephone: (888) 531-9001, ext. 102 Fax: (703) 241-9060 E-mail: info@helpmebehealthy.net Web Site: http://helpmebehealthy.net $.95 each (mother series), $.40 each (infant series), $.35 each (child series) plus $30 per 1,000 copies for shipping and handling; the brochures are available throughout the year for purchase and can also be purchased at a significantly reduced cost during spring and fall co-ops..

Keywords: Communication skills, Consumer education materials, Developmental stages, Early childhood development, Health promotion, Infants, Language development, Low literacy materials, Mothers, Nutrition, Pregnant women, Reading, Spanish language materials, Young children

Schmit S, Walker C. 2016. Disparate access: Head Start and CCDBG data by race and ethnicity. Washington, DC: Center for Law and Social Policy, 30 pp.

Annotation: This brief highlights state-level data by race and ethnicity about differential access to Head Start preschool, Early Head Start, and Child Care and Development Block Grant (CCDBG)-funded child care. Contents include background on eligibility and funding of Head Start and CCDBG, racial and ethnic diversity of young children, and young children in poverty; data on the percentage of eligible children served by program, race/ethnicity, and state; and potential policy implications and data gaps.

Contact: Center for Law and Social Policy, 1200 18th Street, N.W., Suite 200, Washington, DC 20036, Telephone: (202) 906-8000 Fax: (202) 842-2885 E-mail: http://www.clasp.org/about/contact Web Site: http://www.clasp.org Available from the website.

Keywords: Block grants, Child care, Child development, Early Head Start, Early childhood education, Early intervention, Ethnic groups, Federal programs, Head Start, Infants, Low income groups, Service delivery, Statistics, Toddlers, Young children

Whitebook M, McLearn C, Austin LJE. 2016. Early Childhood Workforce Index. Berkeley, CA: University of California, Berkeley, Center for the Study of Child Care Employment, biennial.

Annotation: This report describes a national initiative to spotlight the nation's early childhood education (ECE) work force and provides an appraisal of work force conditions and policies across states. Topics include earnings and economic security, early childhood work force policies, and family and income support supplies across occupations. Contents include a cross-state comparison of policy indicators representing opportunities for states to enhance the lives of children and adults affected by ECE employment conditions. Tables containing state-by-state data for each indicator and information about research or promising developments that advance new policies or improved conditions are also provided.

Contact: University of California, Berkeley, Center for the Study of Child Care Employment, Berkeley, CA Web Site: http://cscce.berkeley.edu Available from the website.

Keywords: Early childhood education, Measures, Policy development, State initiatives, Statistical data, Teachers, Work force

Shuell J. 2016. State quality rating and improvement systems: Strategies to support achievement of healthy eating and physical activity practices in early care and education settings. Washington, DC: Nemours Foundation, 48 pp.

Annotation: This report provides data, recommendations, and case study examples of how to more effectively use state Quality Rating and Improvement Systems (QRIS) as a lever for change in childhood obesity prevention. The report focuses on four strategies to prevent childhood obesity: healthy eating, breastfeeding, physical activity, and limited screen time (HEPA). Contents include information from 24 states that have identified practices related to HEPA that states want to promote via their QRIS. Case studies from seven states (Arizona, Georgia, Idaho, Indiana, New Jersey, Oklahoma, and Wisconsin) highlight strategies to support childhood obesity prevention efforts in early childhood education settings.

Contact: Nemours National Office of Policy & Prevention, 1201 15th Street, N.W., Suite 210, Washington, DC 20005, Telephone: (202) 457-1440 Fax: (202) 649-4418 Web Site: http://www.nemours.org/about/policy.html Available from the website.

Keywords: Breastfeeding, Case studies, Child care centers, Child development centers, Disease prevention, Early childhood education, Health promotion, Nutrition, Obesity, Physical activity, Program improvement, Quality assurance, State surveys, Young children

Lee E, Hutchison L, Burgess K. 2016. The integration of early childhood data: State profiles and a report from the U.S. Department of Health and Human Services and the U.S. Department of Education. [Washington, DC]: U.S. Administration for Children and Families, 46 pp.

Annotation: This report provides a vision for integrated early childhood (EC) data and explains how states can use integrated data to inform decisions. The report also covers key considerations when integrating and linking EC data based on best practices from the field and lessons learned from eight states that are actively engaged in developing integrated EC data systems. Details about the eight profiled states (Georgia, Maryland, Minnesota, North Carolina, Oregon, Pennsylvania, Rhode Island, and Utah), federal resources to support data integration, data privacy laws and regulations, and data sharing opportunities are included.

Contact: U.S. Administration for Children and Families, 370 L'Enfant Promenade, S.W., Washington, DC 20447, Telephone: (202) 401-9215 Secondary Telephone: (800) 422-4453 Web Site: http://www.acf.hhs.gov Available from the website.

Keywords: Data linkage, Decision making, Early childhood development, Early childhood education, Federal initiatives, Integrated information systems, Interagency cooperation, Learning, Program coordination, Program improvement, Public policy, Quality assurance, State initiatives, Systems development, Young children

Barnett WS, Friedman-Krauss AH. 2016. State(s) of Head Start. New Brunswick, NJ: National Institute for Early Education Research, 112 pp.

Annotation: This report describes and analyzes Head Start enrollment, funding, quality, and duration, state-by-state. The report focuses on the 2014–2015 program year but also provides longitudinal data beginning with the 2006–2007 program year. Contents include background on the history of Head Start; what the research says about Head Start's effectiveness; and inequalities in access, quality, duration, and funding. Conclusions and policy recommendations; national figures and overview; and a guide to state profiles, including data points, are also provided.

Contact: National Institute for Early Education Research, Rutgers University, 73 Eastern Ave., New Brunswick, NJ 08901, Telephone: (732) 932-4350 Fax: (732) 932-4360 E-mail: sbarnett@nieer.org Web Site: http://nieer.org Available from the website.

Keywords: Data, Early childhood education, Enrollment, Equal opportunities, Financing, Head Start, Low income groups, National programs, Policy development, Quality assurance, Research, Standards, Teaching, Young children

Minnesota Department of Health, Child and Teen Checkups and Minnesota Department of Education, Early Learning Services. 2016. Sharing child information to coordinate early childhood special education (ECSE) referrals: Guidance for clinics and schools. St. Paul, MN: Minnesota Department of Health, Child and Teen Checkups; Roseville, MN: Minnesota Department of Education, Early Learning Services, 2 pp.

Annotation: This document provides guidance for clinics and schools on the roles and responsibilities of medical providers and educational professionals in identifying and treating developmental and social-emotional concerns in young children from birth to age 5. Topics include communicating with families; referring for educational and medical evaluation; sharing evaluation results, including information about confidentiality and consent; and shared care planning. A link to a map of trained mental health professionals and a graphic showing a communication feedback loop are included.

Contact: Minnesota Department of Health, Child and Teen Checkups Program, P.O. Box 64882, St. Paul, MN 55164-0882, Telephone: (651) 201-3760 E-mail: health.childandteencheckups@state.mn.us Web Site: http://www.health.state.mn.us/divs/cfh/program/ctc Available from the website.

Keywords: Child development, Clinics, Communication, Confidentiality, Early childhood, Early intervention, Emotional development, Family support, Legal issues, Mental health, Parent consent, Planning, Psychosocial development, Referrals, Role, School districts, Schools, Screening, Young children

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.