Browsing by Author "Larson, Anne"

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    Early Childhood Development and Child Welfare Episode 0: Introducing the Early Childhood Development and Child Welfare Series
    (2021-10-05) Gehringer, Stacy; Larson, Anne
    Early Development and Child Welfare is a new podcast series co-created by CEED and The Center for Advanced Studies in Child Welfare (CASCW). The series of 10 episodes covers a range of important aspects of child development and child welfare work. Resource: https://ceed.umn.edu/online-courses/introduction-to-infant-mental-health/
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    Exploring Early Childhood Language Environments: A Comparison of Language Exposure, Use and Interaction in the Home and Child Care Settings
    (2016-07) Larson, Anne
    The purpose of this study was to examine the home and child care language environments of young children (17 to 43 months of age) who are living in poverty. Participants included 38 children along with their primary caregivers and child care providers from 14 different classrooms across 5 child care centers. Each participant completed a standardized language assessment and two day-long recordings using Language ENvironment Analysis (LENA) to determine the number of adult words, conversational turns, and child vocalizations that occurred in the home and during child care. Data were analyzed with descriptive and inferential statistics. Results showed significant differences in child language environment between settings with the home setting providing higher levels of language input and use. Results are discussed in terms of early childhood policy and practice for children who are at-risk of having language delays due to environmental factors.
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    Understanding Latine Families' Experiences in Early Intervention
    (2024-03) Castillo, Andrea; Larson, Anne; Hall-Lande, Jennifer; Meraz Barrera, Jennifer
    This research study centered Latine families’ voices as a driving force for critical systems change by evaluating caregivers experiences accessing, participating in, and transitioning from, EI in Minnesota. Our central hypothesis is that intentional connections with families of young children with, or at-risk for, delays/disabilities will create meaningful relationships that allow families to openly share their experiences and perspectives on EI. Our aim was to gather family experiences and perspectives on child development, disability, caregiver-child interactions, caregiver-practitioner relationships, to identify specific cultural and linguistic needs that may influence Latine families' understanding, access, and use of our state’s EI system. Our research question was: What are Latine families’ perceptions, beliefs, acceptability, and experiences related to Part C Early Intervention referral, evaluation, service, and transition? We were also interested in exploring how intentional collaboration with families can increase family involvement, empowerment, and advocacy within the EI system.