References
- Ansari, A., & Gershoff, E. (2016). Parent involvement in head start and children’s development: Indirect effects through parenting. Journal of Marriage and Family, 78(2), 562–579. doi: https://doi.org/10.1111/jomf.12266
- Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1), 74.
- Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 793–828). New York: Wiley.
- Bulotsky-Shearer, R. J., Wen, X., Faria, A. M., Hahs-Vaughn, D. L., & Korfmacher, J. (2012). National profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children’s school readiness. Early Childhood Research Quarterly, 27(4), 627–639. doi: https://doi.org/10.1016/j.ecresq.2012.02.001
- Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12(1), 3–9. doi: https://doi.org/10.1111/cdep.12260
- Castro, D. C., Bryant, D. M., Peisner-Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413–430. doi: https://doi.org/10.1016/j.ecresq.2004.07.005
- Child Care and Development Block Grant Act (CCDBG) of 2014, Public Law 113–186.
- Chung, L. C., Marvin, C. A., & Churchill, S. L. (2005). Teacher factors associated with preschool teacher-child relationships: Teaching efficacy and parent-teacher relationships. Journal of Early Childhood Teacher Education, 25(2), 131–142. doi: https://doi.org/10.1080/1090102050250206
- Cooper, C. E. (2010). Family poverty, school-based parental involvement, and policy-focused protective factors in kindergarten. Early Childhood Research Quarterly, 25(4), 480–492. doi: https://doi.org/10.1016/j.ecresq.2010.03.005
- Endsley, R. C., Minish, P. A., & Zhou, O. (1993). Parent involvement and quality day care in proprietary centres. Journal of Research in Childhood Education, 7(2), 53–61. doi: https://doi.org/10.1080/02568549309594840
- Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
- Ferguson, D. (2014). Parent engagement fact sheet. Child Care and Early Education Research Connections. Retrieved from http://www.researchconnections.org
- Forry, N. D., Daneri, P., & Howarth, G. (2013). Child care subsidy literature review. OPRE Brief 2013-60. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
- Forry, N. D., Moodie, S., Simkin, S., & Rothenberg, L. (2011). Family-provider relationships: A multidisciplinary review of high quality practices and associations with family, child, and provider outcomes. Administration for Children and Families, U.S. Department of Health and Human Services, Issue Brief OPRE 2011-26a. Washington, DC: Office of Planning, Research and Evaluation. Retrieved from https://www.acf.hhs.gov/sites/default/files/opre/family_provider_multi.pdf
- Galindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90–103. doi: https://doi.org/10.1016/j.ecresq.2011.05.004
- Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. doi: https://doi.org/10.1146/annurev.psych.58.110405.085530
- Hindman, A. H., Miller, A. L., Froyen, L. C., & Skibbe, L. E. (2012). A portrait of family involvement during Head Start: Nature, extent, and predictors. Early Childhood Research Quarterly, 27(4), 654–667. doi: https://doi.org/10.1016/j.ecresq.2011.11.002
- Hindman, A. H., & Morrison, F. J. (2011). Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills. The Elementary School Journal, 111(3), 359–386. doi: https://doi.org/10.1086/657651
- Hotz, V. J., & Xiao, M. (2011). The impact of regulations on the supply and quality of care in child care markets. American Economic Review, 101(5), 1775–1805. doi: https://doi.org/10.1257/aer.101.5.1775
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi: https://doi.org/10.1080/10705519909540118
- Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Considering children’s early development and learning: Toward common views and vocabulary. (Report No. 95–03). Washington, DC: National Education Goals Panel. Retrieved from https://files.eric.ed.gov/fulltext/ED391576.pdf
- Kline, R. B. (2005). Principles and practice of structural equation modeling. (2nd ed.). New York, NY: The Guilford Press.
- Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523. doi: https://doi.org/10.1016/S0022-4405(00)00050-9
- Kurtz-Costes, B. (2015). Families as educational settings. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 731–737). Oxford: Elsevier. doi: https://doi.org/10.1016/B978-0-08-097086-8.92004-X
- Lamb-Parker, F., Piotrkowski, C. S., Baker, A. J., Kessler-Sklar, S., Clark, B., & Peay, L. (2001). Understanding barriers to parent involvement in Head Start: A research-community partnership. Early Childhood Research Quarterly, 16(1), 35–51. doi: https://doi.org/10.1016/S0885-2006(01)00084-9
- Lin, J., Litkowski, E., Schmerold, K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2019). Parent–educator communication linked to more frequent home learning activities for preschoolers. Child & Youth Care Forum, 48, 757–772. doi: https://doi.org/10.1007/s10566-019-09505-9
- Manning, M., Garvis, S., Fleming, C., & Wong, G. T. (2017). The relationship between teacher qualification and the quality of the early childhood care and learning environment. Campbell Systematic Reviews, 1. Campbell collaboration.
- Matthews, H., Schulman, K., Vogtman, J., Johnson-Staub, C., & Blank, H. (2015). Implementing the child care and development block grant reauthorization: A guide for states. Washington, DC: National Women’s Law Center and Center for Law and Social Policy. Retrieved from http://www.clasp.org/resources-and-publications/publication-1/ccdbg-guide-for-states-final.pdf
- Murray, E., McFarland-Piazza, L., & Harrison, L. J. (2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185(7), 1031–1052. doi: https://doi.org/10.1080/03004430.2014.975223
- National Association for the Education of Young Children. (2018). NAEYC early learning program accreditation standards and assessment items. NAEYC. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/standards_and_assessment_web.pdf#page=91
- National Early Childhood Program Accreditation. (2017). NECPA standards reference. NECPA. Retrieved from https://necpa.net/wp-content/uploads/PDF/NECPA/NECPA_Standards_Reference_-_.pdf
- Nord, C., Edwards, B., Hilpert, R., Branden, L., Andreassen, C., Elmore, A., & West, J. (2004). Early childhood longitudinal study, birth cohort (ECLS-B), user’s manual for the ECLS-B nine-month restricted-use data file and electronic code book. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education.
- Owen, M. T., Ware, A. M., & Barfoot, B. (2000). Caregiver-mother partnership behavior and the quality of caregiver-child and mother-child interactions. Early Childhood Research Quarterly, 15(3), 413–428. doi: https://doi.org/10.1016/S0885-2006(00)00073-9
- Pianta, R. C. (2001). Student–teacher relationship scale–short form. Lutz, FL: Psychological Assessment Resources.
- Pianta, R. C., Burchinal, M., Barnett, E. S., & Thornburg, K. (2009). Preschool in the United States: What we know, what we need to know, and implications for policy and research. Psychological Science in the Public Interest, 10, 49–88. doi: https://doi.org/10.1177/1529100610381908
- Powell, D. R., Son, S. H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. doi: https://doi.org/10.1016/j.jsp.2010.03.002
- Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401. doi: https://doi.org/10.1177/014662167700100306
- Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28(3), 426–439.
- Rohacek, M., & Adams, G. (2017). Providers in the child care subsidy system: Insights into factors shaping participation, financial well-being, and quality. Washington, DC: Urban Institute. Retrieved from https://www.urban.org/research/publication/providers-child-care-subsidy-system
- Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41(6), 860–871. doi: https://doi.org/10.1037/0012-1649.41.6.860
- Seginer, R. (2006). Parents’ educational involvement: A developmental ecology perspective. Parenting: Science and Practice, 6(1), 1–48. doi: https://doi.org/10.1207/s15327922par0601_1
- Shim, J., Hestenes, L., & Cassidy, D. (2004). Teacher structure and child care quality in preschool classrooms. Journal of Research in Childhood Education, 19(2), 143–157. doi: https://doi.org/10.1080/02568540409595061
- Snow, K., Thalji, L., Derecho, A., Wheeless, S., Lennon, J., Kinsey, S., … Park, J. (2007). User’s manual for the ECLS-B longitudinal 9-month–preschool restricted-use data file and electronic codebook. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008024
- Starke, D. R. (2010). Engaged families, effective pre-k: State policies that bolster student success. The Pew Center on the States. Retrieved from http://www.pewtrusts.org/~/media/legacy/uploadedfiles/pcs_assets/2010/pknfamilyengagementfinalpdf.pdf
- Sullivan, A. L., Farnsworth, E. M., & Susman-Stillman, A. (2018). Childcare type and quality among subsidy recipients with and without special needs. Infants & Young Children, 31(2), 109–127. doi: https://doi.org/10.1097/IYC.0000000000000116
- U.S. Dept. Health and Human Services and the U.S. Department of Education. (2016). Policy statement on family engagement from the early years to the early grades. Retrieved from https://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdf
- West, J., & Rathburn, A. (2004). ECLS-K technical issues. San Diego, CA: American Educational Research Association Institute on Statistical Analysis for Education Policy.
- Yu, C. (2002). Evaluating cut-off criteria of model fit indices for latent variable models with binary and continuous outcomes (Unpublished doctoral dissertation). University of California.