Clinical trial NCT04897789: The Early Head Start Family and Child Experiences Survey (Baby FACES 2018)
Official title: The Early Head Start Family and Child Experiences Survey (Baby FACES 2018)
Study type: OBSERVATIONAL
Overall status: UNKNOWN
Conditions: Early Head Start Participation
Keywords: child care
child development
child health
child nutrition
child rearing
children
early childhood education
Early Head Start
families
parenting skills
parents
relationships
Lead sponsor: Mathematica Policy Research, Inc.
Sponsor class: OTHER
Collaborators: name: Office of Planning, Research & Evaluation
name: Department of Health and Human Services
First posted: 2021-05-24
Enrollment: 6723
Sex: ALL
Maximum age (years): 4
Standard ages: CHILD
Accepts healthy volunteers: no
Observational model: OTHER
Time perspective: CROSS_SECTIONAL
Sampling method: PROBABILITY_SAMPLE
Study population: Early Head Start pregnant women and Early Heat Start infants and toddlers (and their families), Early Head Start programs, Early Head Start centers, Early Head Start home visitors, Early Head Start classrooms/teachers

Brief summary: Early Head Start (EHS) Family and Child Experiences Survey - 2018 (Baby FACES 2018) will answer new questions about EHS programs, staff, and families that can guide program technical assistance, management, and policy. It will provide information about EHS programs in the context of the adoption of the new Head Start Early Learning Outcomes Framework. Baby FACES 2018 will consist of two nationally representative cross-sectional samples of programs, centers, classrooms, home visitors, and children and families. It will include surveys of program directors, center directors, teachers, home visitors, and parents; conduct observations of classrooms and home visits, and ask staff and parents to report on children's development.

Detailed description: The overarching purpose of the Baby FACES studies is to provide knowledge about Early Head Start children and families, and the EHS programs and staff who serve them. The ongoing series of Baby FACES data collections is aimed at maintaining up-to-date core information on EHS over time while also focusing on different areas of interest. The Baby FACES studies began with Baby FACES 2009, a longitudinal descriptive study that followed two cohorts of children and families through participation in the program and focused on program services and participation, and child and family wellbeing and outcomes over time. Baby FACES 2018 (and a future round in 2022) have been redesigned to provide cross-sectional descriptive information and a point in time picture of EHS. The present study will focus on understanding the processes in EHS core services (classrooms and home visits) that support infant and toddler development; namely, nurturing and responsive relationships between children and caregivers. With this new focus, Baby FACES 2018 will take a more in depth look at classrooms while a future study, Baby FACES 2022, will take a more in depth look at home visiting.

The Baby FACES team will carry out a descriptive study that includes a nationally representative sample of EHS programs, centers, classrooms, teachers, home visitors, and children and families (including pregnant women) and answers new questions about how EHS programs function. The study is guided by a comprehensive conceptual framework that illustrates how EHS program processes and activities are expected to lead to high quality service delivery and enhanced family and infant/toddler outcomes for the program overall. The overarching research question for Baby FACES 2018 is: How do EHS services support infant/toddler growth and development in the context of nurturing, responsive relationships? The study will address this question through the collection of rich information using interviews, self-administered questionnaires, classroom observations, and administrative data sources. This approach will allow the Administration for Children and Families to capture important information about EHS services, families, and children across all service options (e.g., center-based, home-based, or those providing both service options), as well as in depth information about how EHS classrooms and teacher-child relationships support infant/toddler development.

Eligibility criteria: Inclusion Criteria:

* The Early Head Start programs participating in Baby FACES 2018 are a probability sample selected from among study-eligible programs on the 2016-2017 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be
* In one of the 50 states or the District of Columbia
* Providing services directly to pregnant women or children up to preschool age.
* Not be in imminent danger of losing its grantee status.

Exclusion Criteria:

* American Indian and Alaska Native Head Start programs (Region XI) or Migrant and Seasonal Worker Head Start programs (Region XII) were not eligible.

Primary outcomes:
measure: Classroom quality/teacher-child interactions
timeFrame: One-day observation in March-May 2018
measure: Classroom quality/teacher-child interactions
timeFrame: One-day observation in March-May 2018
measure: Classroom quality/teacher-child interactions
timeFrame: One-day observation in March-May 2018
measure: Child expressive and receptive vocabulary
timeFrame: 1 week
measure: Child social-emotional/behavioral development
timeFrame: 1 week
Secondary outcomes:
measure: Teacher-child relationships
timeFrame: 1 week
measure: Parent-child relationships
timeFrame: 1 week
measure: Parent-child relationships
timeFrame: 1 week
Other outcomes:
Locations:
city: Princeton
country: United States
facility: Mathematica Policy Research
state: New Jersey
Study officials:
affiliation: Mathematica Policy Research
name: Cheri Vogel, Ph.D.
role: STUDY_DIRECTOR
affiliation: Mathematica Policy Research
name: Sally Atkins-Burnett, Ph.D.
role: PRINCIPAL_INVESTIGATOR
affiliation: Mathematica Policy Research
name: Yange Xue, Ph.D.
role: PRINCIPAL_INVESTIGATOR
References: