Investing in the Well-Being of Georgia's Infants and Toddlers, and Their Families. Research Brief. Publication #2019-7

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Institution	Child Trends
Titel	Investing in the Well-Being of Georgia's Infants and Toddlers, and Their Families. Research Brief. Publication #2019-7
Quelle	(2019), (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Infants; Toddlers; Well Being; Child Health; Child Development; Brain; Mental Health; Social Development; Emotional Development; Parent Child Relationship; Caregiver Child Relationship; Caring; Child Care; Family Income; Financial Support; Child Caregivers; Training; Certification; At Risk Persons; Georgia + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Gehirn; Psychohygiene; Soziale Entwicklung; Gefühlsbildung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Care; Pflege; Sorge; Betreuung; Kinderfürsorge; Kinderbetreuung; Familieneinkommen; Finanzielle Förderung; Caregiver; Caregivers; Carer; Child; Children; Ausbildung; Abschlusszeugnis; Zertifizierung; Risikogruppe
Abstract	Among families with an infant or toddler, health and high-quality care are top concerns. How those who study children think about these needs has evolved in recent years, especially with recent understandings from brain science. In the first three years of life, more than one million brain connections are formed every second. This remarkable brain development is greatly influenced by a young child's health--both physical and mental--and by the care he or she receives. The emerging field of infant and early childhood mental health (IECMH) focuses on promoting young children's social-emotional skills. Social-emotional development includes learning to manage one's emotions and control one's behavior, as well as building communication and other relationship skills. Research has shown that early social-emotional development provides an important foundation for school readiness and continues to have a positive influence on health and economic well-being into adulthood. Social-emotional development depends greatly on the quality of young children's relationships with their parents and other caregivers. The quality of caregiver-child interactions establishes neural pathways that can persist throughout life--for better or for worse. To best support young children, there also must support those caring for them. When relationships are nurturing and responsive, children can thrive. But when caregivers are inexperienced or have chronic stress, depression, or anxiety, these relationships are compromised, and children's development can be affected. Georgia, like all states, offers financial assistance to eligible parents for child care costs, through the federal Child Care and Development Fund. However, Georgia's eligibility threshold is among the most restrictive in the nation: To be eligible for a state child care subsidy, families must have incomes no more than half the state's median, by family size. For a family of three, this is $30,745. Even families living below the poverty line may have a monthly copayment of up to five percent of their income. Moreover, there is much greater need for the subsidy among low-income Georgia families than can currently be met. As a result, even among parents who qualify for the subsidy program, child care costs can be out of reach. Policy recommendations to strengthen infant and toddler social-emotional health include: (1) Leverage Medicaid funding to expand IECMH-related services; (2) Continue to broaden access to high-quality care; and (3) Expand caregivers' access to training and credentials that acknowledge the key role of practices that promote early mental health. [Child Trends produced this brief in partnership with the Georgia Early Education Alliance for Ready Students (GEEARS).] (ERIC).
Anmerkungen	Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01