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Strengthening the evidence for maternal and child health programs

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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 (152 total).

Websters International. n.d.. The Bowdoin Method of parenting education. Brentwood, TN: Websters International, 14 pp., 1 videotape.

Annotation: This packet includes a brochure and informational videotape describing the Bowdoin Method of Parent Education, an education program for high-risk children. The Bowdoin Method contains three separate curricula that teach parents of children from birth through age 13 the attitudes and skills they need to prepare their children for school and life. The materials are geared toward parents with low literacy levels. Descriptions of packages of materials available for purchase, as well as order forms, are included. The packages include parenting books, games, teachers' manuals, parent prizes, posters, pre- and posttest, and videotapes. The materials are available in English and Spanish.

Keywords: Academic achievement, Audiovisual materials, Children, High risk children, Infants, Life skills, Low literacy materials, Parent education programs, Parenting skills, Parents, School readiness, Spanish language materials

Fleming E. 2019. State dental screening laws for children: Examining the trend and impact—An update to the 2008 report. Washington, DC: Children's Dental Health Project, 17 pp.

Annotation: This report discusses whether state dental screening laws have expanded since the original report was published in 2008 and the degree to which these laws are advancing broader goals to improve access to oral health care and reduce oral disease. The report provides background information on how dental screening laws can serve as a policy approach to ensure that children are ready for school, reviews methods and results, and offers a discussion and recommendations.

Contact: Children's Dental Health Project, 1020 19th Street, N.W., Suite 400, Washington, DC 20036, Telephone: (202) 833-8288 Fax: (202) 331-1432 E-mail: info@cdhp.org Web Site: https://www.cdhp.org Available from the website.

Keywords: Dental caries, Health screening, Oral health, Public policy, School readiness, State legislation, State programs, Young children

National Center on Early Childhood Health and Wellness. 2017. Healthy children are ready to learn. [Elk Grove Village, IL]: National Center on Early Childhood Health and Wellness, 6 pp.

Annotation: This fact sheet examines how health affects school readiness. Topics include oral health and learning and how family health and wellness support healthy child development. The fact sheet also explores how comprehensive services ensure that children are ready for school and how coordinated systems support health services. It is available in English and Spanish.

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: Child development, Child health, Child mental health, Child safety, Family support services, Head Start, Infant health, School readiness, Spanish language materials, Young children

U.S. Health Resources and Services Administration and U.S. Administration on Children and Families. 2017. The Maternal, Infant, and Early Childhood Home Visiting Program: Partnering with parents to help children succeed. Rockville, MD: U.S. Health Resources and Services Administration, 6 pp.

Annotation: This document describes the Maternal, Infant, and Early Childhood Home Visiting Program (Home Visiting Program) to support voluntary, evidence-based home visiting services for at-risk pregnant women and parents with young children up to kindergarten entry. Topics include efforts to expand services to more families and communities, program participants, notable achievements, the Tribal Home Visiting Program, and research and evaluation. State fact sheets are also available. [Funded by the Maternal and Child Health Bureau]

Contact: U.S. Health Resources and Services Administration, 5600 Fishers Lane, Rockville, MD 20857, Telephone: (888) 275-4772 Secondary Telephone: (877) 464-4772 Fax: (301) 443-1246 E-mail: ask@hrsa.gov Web Site: http://www.hrsa.gov Available from the website.

Keywords: Families, Health services delivery, Home visiting, Infants, Parents, Pregnant women, Preventive health services, Program descriptions, School readiness, State MCH programs, 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

Gracy D, Fabian A, Roncaglione V, Savage K, Redlener I. 2017. Health barriers to learning: The prevalence and educational consequences in disadvantaged children–A review of the literature. New York, NY: Children's Health Fund, 93 pp.

Annotation: This report offers recommendations to strengthen the safety net for children. It describes health barriers to learning, including oral pain and untreated dental caries, and the evidence base for the impact of these barriers on academic success. For each barrier, the report describes the prevalence; the extent of unmet need for services to identify, manage, and treat the barrier; the impact of the barrier on learning; and key points.

Contact: Children's Health Fund, 215 West 125th Street, Suite 301 , New York, NY 10027, Telephone: (212) 535-9400 Web Site: http://www.childrenshealthfund.org Available from the website.

Keywords: Academic achievement, Access to health care, Barriers, Child health, Disease management, Learning, Literature reviews, Needs assessment, Prevalence, School readiness, Service integration

Takanishi R, Le Menestrel S, eds; National Academies of Sciences, Engineering, and Medicine, Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research. 2017. Promoting the educational success of children and youth learning English: Promising Futures. Washington, DC: National Academies Press, 430 pp.

Annotation: This report addresses the assets that dual language learners (DLLs) and English learners (ELs) bring to their education and the factors that support or may impede their educational success. The report also provides recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. Topics include the policy context, demography of the EL population, capacities and influences on language development, promising and effective practices and programs, the development of English language proficiency, DLLs/Els with disabilities, and building the workforce to educate ELs.

Contact: National Academies Press, 500 Fifth Street, N.W., Keck 360, Washington, DC 20001, Telephone: (202) 334-3313 Secondary Telephone: (888) 624-8373 Fax: (202) 334-2451 E-mail: customer_service@nap.edu Web Site: http://www.nap.edu Available from the website. Document Number: ISBN 978-0-309-45537-4.

Keywords: Academic achievement, Child care, Children, Data collection, Education, Home visiting, Infants, Language development, Learning, Policy development, Research, School readiness, Work force

National Center on Early Childhood Development, Teaching, and Learning. 2017. Framework for effective practice: Supporting school readiness for all children. Seattle, WA: National Center on Early Childhood Development, Teaching, and Learning, 2 pp.

Annotation: This document describes a framework to support school readiness for all children. The framework comprises elements that foster children's learning and development, including teacher-child interactions that are emotionally and instructionally supportive and a well-organized classroom that maximizes learning opportunities; evidence-based curriculum and teaching strategies linked with ongoing assessment of child progress; and highly individualized teaching and learning practices that are required for some skills or for some children to access, participate, and thrive in the preschool classroom.

Contact: National Center on Early Childhood Development, Teaching, and Learning, Telephone: (844) 261-3752 E-mail: ecdtl@ecetta.info Web Site: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching Available from the website.

Keywords: Assessment, Child development, Curriculum development, Emotional development, Learning, Quality assurance, School readiness, Spanish language materials, Teaching, Young children

U.S. Office of Head Start. 2016. Head Start approach to school readiness: Overview. Washington, DC: U.S. Office of Head Start, 1 v.

Annotation: This resource defines school readiness and provides frameworks for understanding school readiness, and outlines goals and core strategies to promote school readiness in Head Start programs. Additional contents include frequently asked questions applicable to agencies serving preschoolers and/or infants and toddlers and those serving infants and toddlers only. Information about ways programs can establish goals for school readiness and take steps to achieve them are also available.

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: Child development, Child health, Community programs, Emotional development, Families, Head Start, Infant health, Infants, Language development, Learning, Parent participation, Psychosocial development, School readiness, Young children

Arizona Early Childhood Development and Health Board. 2016. Taking a bite out of school absences: Children's oral health report 2016. Phoenix, AZ: Arizona Early Childhood Development and Health Board, 122 pp.

Annotation: This report presents survey results on the prevalence and severity of tooth decay in students in kindergarten in public schools in Arizona. Contents include information about tooth decay and the impact of poor oral health on children, families, and society, with an emphasis on the relationship between oral health and academic achievement. Survey results are presented by domain, including prevalence of decay experience, untreated decay, pain and infection, annual dental visits, and insurance coverage. Comparisons to previous statewide surveys, benchmarks and national data, and regional and county highlights are provided. [Funded in part by the Maternal and Child Health Bureau]

Contact: Arizona Early Childhood Development and Health Board , 4000 North Central Avenue, Suite 800, Phoenix, AZ 85012, Web Site: http://azftf.gov Available from the website.

Keywords: Arizona, Benchmarking, Dental caries, Health insurance, Health status, Oral health, Population surveillance, Prevalence, Preventive health services, Risk factors, School readiness, State surveys, Statewide planning, Young children

National Education Association, Education Policy and Practice. 2016. Achieving Great Public Schools: GPS indicators framework. Washington, DC: National Education Association, 11 pp.

Annotation: This chart for policymakers, educators, and advocates presents a framework for evaluating how well states, districts, and schools address areas critical to student success. The chart is designed similarly to a logic model allowing states and districts to visualize the resources, policies, and practices fundamental to achieving student success. Contents include seven criteria representing general areas deemed critical to the success of public schools and students (school readiness, standards and curriculum, conditions of teaching and learning, work force quality, accountability and assessments, family and community engagement, and school funding). Subcriteria (outcomes integral to closing opportunity and achievement gaps and preparing students with skills) are followed by the indicators that determine the extent to which states, districts, and schools address the criteria. Indicators are grouped by resources, policies and practices, and outputs.

Contact: National Education Association, 1201 16th Street, N.W., Suite 216, Washington, DC 20036-3290, Telephone: (202) 833-4000 Fax: (202) 822-7974 Web Site: http://www.nea.org Available from the website.

Keywords: Accountability, Advocacy, Assessment, Curricula, Evaluation, Financing, Learning, Models, Policy development, Public education, Public schools, Quality assurance, Research, School districts, School readiness, Standards, Students, Teaching, Work force

Haskins R, Brooks-Gunn J. 2016. Trouble in the land of early childhood education? . Princeton, NJ: Woodrow Wilson School of Public and International Affairs; Washington, DC: Brookings Institution, 7 pp. (Policy brief)

Annotation: This brief examines empirical results from evaluations of early childhood education programs, including state pre-K programs. Topics include public support for pre-K; unanswered questions; and efforts to stimulate public discussion of the evidence for pre-K programs and the cumulative experiences that support long-term educational success, synthesize what is known about long-term outcomes of large-scale pre-K programs, and propose an agenda of longitudinal research on the major questions that bear on the future of pre-K education. The brief is a companion piece to Starting Early: Education from Prekindergarten to Third Grade.

Contact: Future of Children, Woodrow Wilson School of Public and International Affairs, Princeton University, 267 Wallace Hall, Princeton, NJ 08544, Telephone: (609) 258-5894 E-mail: foc@princeton.edu Web Site: http://www.futureofchildren.org Available from the website.

Keywords: Academic achievement, Early childhood education, Outcome and process assessment, Policy analysis, Policy development, Program evaluation, Public policy, Research, School readiness, State programs

West Virginia Department of Education, Office of Early Learning. [2015]. West Virginia school readiness profile 2014. [Charleston, WV]: West Virginia Department of Education, 134 pp.

Annotation: This report details the types of programmatic and child outcome data available to county collaborative early childhood teams to assist them in establishing school-readiness goals. Contents include kindergarten-entry health data, including oral health data. Potential uses for the data are discussed.

Contact: West Virginia Department of Education, Office of Early Learning, Building 6, Room 603, 1900 Kanawha Boulevard, East, Charleston, WV 25305-0330, Telephone: (304) 558-9994 Fax: (304) 558-1834 Web Site: http://wvde.state.wv.us/oel Available from the website.

Keywords: State initiatives, Child health, Collaboration, Data, Early childhood education, Oral health, School readiness, West Virginia, Young children

Connecticut State Department of Education, Health Promotion Services/School Nurse Program. 2015. Early childhood health assessment record (for children ages birth–5) (rev.). Hartford, CT: Connecticut State Department of Education, 2 pp.

Annotation: This form is designed to help school nurses collect health data and communicate health standards and health status for children before they start school. The record includes two parts, one to be completed by parents and one to be completed by a health professional. The form provides a consistent format for primary care health professionals and program administrators who must complete the form and gather data on children's health and a consistent set of expectations for early child care professionals.

Contact: Connecticut State Department of Education, Bureau of Health/Nutrition, Family Services and Adult Education, 25 Industrial Park Road, Middletown, CT 06457, Telephone: (860) 807-2108 Fax: (860) 807-2127 Available from the website.

Keywords: Assessment, Data collection, Forms, Health status, Health supervision, School readiness, Young children

National Center on Health. 2015. Health manager's orientation guide. [Elk Grove Village, IL]: National Center on Health, 222 pp.

Annotation: This guide for Head Start health managers provides information about the role of Head Start in fostering a culture of health and wellness for children, families, and staff. Topics include partnering with parents to determine the oral health status of children and pregnant women, developing policies and procedures around oral health, working with oral health professionals, and putting together an oral-health-education plan. Timelines, resources, and strategies are included. It is available in English and Spanish.

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: Head Start, Health services delivery, Management, School readiness, Spanish language materials, Standards, Young children

Virginia Home Visiting Consortium. 2015. Home visiting helps Virginia's investments work better. Harrisonburg, VA: Virginia Home Visiting Consortium, 6 pp.

Annotation: This document provides information about the costs and benefits of high quality home visiting programs for families with children from birth to age 5 in Virginia. Topics include the impact of home visiting on student performance, family health, and community economic well-being.

Contact: Virginia Home Visiting Consortium, James Madison University, The Institute for Innovation in Health and Human Services, Harrisonburg, VA , Telephone: (540) 568-5251 Fax: (540) 568-6409 E-mail: homevisitingconsortium.jmu.edu Web Site: http://www.homevisitingva.com Available from the website.

Keywords: Cost effectiveness, Early childhood development, Family health, Financing, Home visiting, Prenatal care, Preventive health services, Quality assurance, School readiness, State MCH programs, Virginia, Young children

Holtby S, Zahnd E, Grant D. 2015. Ten-year trends in the health of young children in California: 2003 to 2011–2012. Los Angeles, CA: UCLA Center for Health Policy Research, 9 pp.

Annotation: This brief presents 10-year trends in several key health and wellness indicators for infants and children from birth to age 5 in California. The indicators are health insurance coverage, source of medical care, dental visits, overweight-for-age, parents singing and reading to their child and going out with their child, and preschool attendance.

Contact: UCLA Center for Health Policy Research, 10960 Wilshire Boulevard, Suite 1550, Los Angeles, CA 90024, Telephone: (310) 794-0909 Fax: (310) 794-2686 E-mail: chpr@ucla.edu Web Site: http://www.healthpolicy.ucla.edu Available from the website.

Keywords: California, Children, Dental care, Health insurance, Infants, Medical home, Oral health, Preventive health services, Reading, School attendance, School readiness, Trends

First Things First. 2015. The big picture for Arizona's littlest kids. Phoenix, AZ: First Things First, 4 pp.

Annotation: This report provides state-national comparisons on families and young children in Arizona. Contents include the percentage of infants and children from birth to age 5; households with young children; children living in poverty; children being raised by a single parent, an adolescent parent, or grandparents; children from birth to age 17 receiving Temporary Assistance for Needy Families; infants born prematurely or with low birthweight; children who lack health insurance, have untreated tooth decay, or lack needed vaccinations; children ages 3 and 4 who attend preschool; and young children who received developmental or sensory screenings. Information about local and community efforts to strengthen families, support healthier children, and promote early learning are included.

Contact: First Things First, 4000 North Central Avenue, Suite 800, Phoenix, AZ 85012, Telephone: (602) 771-5100 Secondary Telephone: (877) 803-7234 E-mail: community@firstthingsfirst.org Web Site: http://www.firstthingsfirst.org Available from the website.

Keywords: Arizona, Child health, Early childhood development, Early childhood education, Families, Family health, Family support, Infant health, Infants, Learning, Oral health, Outcome and process assessment, School readiness, Screenings, State surveys, Statistical data, Vulnerability, Young children

Iowa Department of Public Health. 2014–. Parentivity. Des Moines, Iowa Department of Health,

Annotation: This web-based community for parents provides personalized content to reduce family risks and optimize parenting resourcefulness, family resilience, child growth, and school readiness. The website is designed to recognize early warning signs of risk in areas of health, prenatal care, parenting skills, family functioning, and child development and will alert parents and recommend supportive resources and strategies. [Funded by the Maternal and Child Health Bureau]

Contact: Iowa Department of Public Health, 321 East 12th Street, Des Moines, IA 50319-0075, Telephone: (515) 281-7689 Secondary Telephone: (866) 227-9878 E-mail: https://www.idph.iowa.gov/Contact-Us Web Site: http://www.idph.iowa.gov Available from the website.

Keywords: Academic achievement, Child development, Child health, Community development, Domestic violence, Family economics, Family support programs, Home visiting, Injury prevention, Parenting, Program coordination, Public private partnerships, School readinesss

Zero to Three. 2014-. The magic of everyday moments: Seeing is believing. Zero To Three, Multiple items.

Annotation: This video series for parents and students of child development uses everyday interactions and routines to demonstrate how parents can nurture the key skills and attributes that children need as they grow. The content is presented by infant and child developmental stage (from birth to age 12 months, 12 to 24 months, and 24 to 36 months). Topics include nurturing healthy brain development from birth; temperament; forming a trusting bond; building strong, positive connections and interactions; developing skills through play, routines, and relationships; and foundations in language, literacy, thinking, and social-emotional skills.

Contact: ZERO TO THREE: National Center for Infants, Toddlers and Families, 1255 23rd Street, N.W., Suite 350, Washington, DC 20037, Telephone: (202) 638-1144 Fax: (202) 638-0851 Web Site: http://www.zerotothree.org Available from the website.

Keywords: Bonding, Development stages, Early child development, Infants, Learning, Multimedia, Parenting, Parents, Play, Relationships, School readiness, 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.