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Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

Using a national data set from the Early Childhood Longitudinal Study – Birth Cohort, we examined factors associated with approximately 700 young African American boys’ pre-academic skills. The factors examined included (a) family characteristics, behaviors, and beliefs; (b) nonparental care literacy activities; and (c) child health, aggression, and approaches to learning (e.g., curiosity, independence, and persistence). High achieving boys are contrasted with other boys, along the following dimensions: familial, early childhood program, child characteristics and practices and their pre-academic skills, and whether the association was moderated by achievement status. Regression analyses indicated that some aspects of family, preschool, and child characteristics were associated with African American boys’ early outcomes, especially parental caretaking (e.g., bathing and brushing teeth) and approaches to learning (e.g., persistence and attention). Recommendations for educational practices and policies were offered.

AT the Conference at Folkestone of the London and Home Counties Branch of the Library Association, Mr. Jast gave one more example of his old fire and vigour in a paper which he entitled Publishers and Librarians. No doubt in other pages than ours the text will be given in full. Here, in summary, we may say that he dealt with some of the needs of librarians and readers for well‐produced editions of good books which for some reason were obtainable only in double‐columned small type or otherwise almost unreadable or at any rate unattractive form. He instanced Disraeli's Curiosities of Literature. He urged that if a sufficient number of public and other librarians represented this want to publishers, promising that the libraries would support such an edition, it was unlikely that the request would be ignored. A further suggestion arose from the established fact that in the welter of editions of certain books many were ill‐produced and unworthy to be placed in the hands of unsuspecting bookbuyers. Robinson Crusoe was a case in point, and as many parents desired their sons to read this they were often persuaded to buy editions which were unsuitable. Here he made a suggestion which is entirely practicable: that the Library Association should examine all of the common classics for form and for textual accuracy—a feature in which he alleged that some were deficient—and fix on suitable editions, allowing the publisher to add to their title‐pages “approved by the Library Association.” We seize upon this point first because there is nothing Utopian about it. It is a work that ought to be done.

We study research designs where a binary treatment changes discontinuously at the border between administrative units such as states, counties, or municipalities, creating a treated and a control area. This type of geographically discontinuous treatment assignment can be analyzed in a standard regression discontinuity (RD) framework if the exact geographic location of each unit in the dataset is known. Such data, however, is often unavailable due to privacy considerations or measurement limitations. In the absence of geo-referenced individual-level data, two scenarios can arise depending on what kind of geographic information is available. If researchers have information about each observation’s location within aggregate but small geographic units, a modified RD framework can be applied, where the running variable is treated as discrete instead of continuous. If researchers lack this type of information and instead only have access to the location of units within coarse aggregate geographic units that are too large to be considered in an RD framework, the available coarse geographic information can be used to create a band or buffer around the border, only including in the analysis observations that fall within this band. We characterize each scenario, and also discuss several methodological challenges that are common to all research designs based on geographically discontinuous treatment assignments. We illustrate these issues with an original geographic application that studies the effect of introducing copayments for the use of the Children’s Health Insurance Program in the United States, focusing on the border between Illinois and Wisconsin.

Discusses the factors that determine a child’s sense of materialism, and how this can be measured, based on face‐to‐face interviews with 246 children to measure their responses to 14 items; the background to the study is a concern that advertising may influence children to steal in order to buy advertised products. Reviews the literature relating to consumer socialisation, which shows that children understand the concept of possession and value it from a very young age. Concludes that Hong Kong Chinese children do not endorse strongly materialistic values; younger children were more materialistic than older children, and, contrary to the research literature, the current study found no gender difference in materialistic values. Finds also that mere exposure to television advertising and programmes does not contribute to greater materialism.

The purpose of this qualitative case study was to explore perceptions of the impact of program participation on parenting styles and behavioral changes using observations and in-depth semi-structured interviews with Black and Coloured staff and mothers at a community-based organization (CBO) in the Western Cape Province (WCP) in South Africa (SA). Purposive sampling was utilized in this research via the CBO and narratives from a total of twenty-three (twelve mothers and eleven staff) interviews form the basis of this manuscript. Data was collected between January – February 2017 and was analyzed through the phenomenological and inductive thematic analysis approach. The staff interviews revealed that child abandonment and neglect and the abuse of women are the two main environmental contextual factors that impact program participation. According to staff, improved self-esteem and positive life changes were identified as successful outcomes of participant involvement. The parent interviews provided examples of emotional issues such as domestic abuse and personal issues with alcohol and drugs as individual factors that impact their program participation. Changes in parenting styles was identified as successful outcomes among parent participants. The goal of this study was to provide much-needed insight into this community by presenting a variety of voices, specifically Black and Coloured men and women, that are underreported in the literature. Findings from this research adds to the knowledge of community-based parenting programs (CBPPs) for low-income and underserved populations in SA and internationally.

Our occasional plea for more candidates, representing all sides of librarianship, for the Library Association Council, seems to have been over‐adequately satisfied this year. The rotation system of election provides only five vacancies each year; for these there were seventeen candidates. The voters were as indifferent as usual. The entire number of votes for all candidates was 10,396, and this from a membership of well over 8,000, each with five votes to cast. Possibly this shows the proportion of members who are really active in their interest. The results, however, cannot be called unsatisfactory, although the loss of Mr. Seymour Smith is to be regretted on the London representation. His successor, Mr. F. C. Francis, is a welcome addition, as he increases our connexion with the British Museum, and thus recalls the early years of the Association. From the Country representation we have lost the chief librarians of Glasgow and Newcastle‐upon‐Tyne, and the County Librarian of Denbighshire. The three successful candidates, Miss F. E. Cook (Lancashire), Mr. Duncan Gray and Mr. E. A. Clough, merely return to the Council. This presents a sort of election puzzle, as those who were displaced were also on the Council last year. Possibly some of them formerly represented branches or sections; there is certainly a solution to the puzzle. We say with confidence that any one of the candidates, successful or unsuccessful, would be an excellent councillor. For examples, many would like to see Cambridge University Library represented by Mr. E. Ansell, and it seems impossible that Glasgow is not represented or that the work Mr. Paterson has done should not have kept his seat safe; while few men of recent years have done more for the education of librarians than Mr. Austin Hinton. But the difficulty is that much the same sort of eulogy might be made of those who have been elected.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

The canonical narratives (Bruner, 2004) of contemporary research with children include participation, agency and voice. This inclusive language has saturated research literature throughout the development of the “new” social studies of childhood (James, Jenks, & Prout, 1998). Their presence was highlighted as illuminating greater understanding of the social realities of children’s lives but they mask and mute as much as they reveal. Heralded as the holy grail of emancipatory research with children, participatory methods have come to be recognized almost exclusively as the route for ethical practice and valid data. The absence of substantial, critical evaluation results in these concepts being little more than “cherished conceits” (Segal, 1999, p. 118). There has been a lack of thorough interrogation of what participation actually means and the data and social relations it produces. Participation implies collaboration and reciprocity but is counter-intuitively used to seek and promote the agentic child enshrined in neoliberalism. Children as social beings negotiate complex social relations (Richards, Clark, & Boggis, 2015) but this is often lost in research encounters which privilege the individual voice, informed by an under-interrogated definition of agency. Instead of following the neoliberal agenda we argue that recognizing the ways in which participatory methods, agency, and voice can and should promote reciprocal and relational social realities is vital to a better understanding of the worlds of children. We call not for their expulsion from research methods but for a re-evaluation of the assumptions that lie beneath and what is produced in their name.