- Feb 2022
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www.acf.hhs.gov www.acf.hhs.gov
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Characteristics of Informal Child Care Arrangements and Social Support in Detroit
can we get this?
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License-Exempt Assistance Project Final Report – 2001
can we get this?
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The Arizona Kith and Kin Project Evaluation, Brief #2: Latina Family, Friend, and Neighbor (FFN) Provider Characteristics and Features of Child Care They Provide
Really important for our project
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An Efficacy Trial of Carescapes: Home-Based Child-Care Practices and Children’s Social Outcomes
Good to skim
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Providers in the Child Care Subsidy System: Insights into Factors Shaping Participation, Financial Well-Being, and Quality
Important
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Lessons Learned: Strategies for Working With Kith and Kin Caregivers
Can we obtain this?
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Strategies for Supporting Quality in Kith and Kin Child Care: Findings from the Early Head Start Enhanced Home Visiting Pilot
This could be important: "kith and kin" is another name for FFN care
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Fact Sheet: Provision of Early Care and Education During Non-Standard Hours
Get this
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Characteristics of Home-Based Early Care and Education Providers: Initial Findings from the National Survey of Early Care and Education
Central to our work
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Supporting License-Exempt Family Child Care
It would be good to look to see information relevant to FFN from this report.
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Promising Practices in Policy for Home-Based Child Care: A National Policy Scan
Important for our work
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Studying the Effects of Early Child Care Experiences on the Development of Children of Color in the United States: Toward a More Inclusive Research Agenda
A bit old, but important for our research.
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New Research on Subsidized Family, Friend, and Neighbor Providers: Implications for Investing in Quality
Important to our work
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Supporting High Quality Informal Child Care in Detroit.
This seems very relevant to our work
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A Demographic Comparison of the Listed Home-Based Workforce and the Children in Their Care
This would be important background information for an analysis of racial-ethnic match
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Improving the Quality of Family, Friend, & Neighbor Care: A Review of the Research Literature
Could be good to get
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“Innovations in Family, Friend, and Neighbor Care: Evaluation Brief.
check out
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From a Parent’s Point of View: Measuring the Quality of Child Care
Not sure about this - see if relevant?
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Family, Friend, and Neighbor Care Best Practices: A Report to Ready4K. How Culturally Diverse Families Teach Their Children to Succeed and How Early Education Systems Can Learn from Them
Skim to see if there are practices or combinations we could code for in NSECE
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Teacher-Child Racial/Ethnic Match Within Pre-Kindergarten Classrooms and Children's Early School Adjustments
Relevant topic, but such a different setting
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Hispanic Children’s Participation in Early Care and Education: Type of Care by Household Nativity Status, Race/Ethnicity, and Child Age
Really important for thinking about diversity among Latinx providers
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Child Care Affordability Is Out of Reach for Many Low-Income Hispanic Households
Could be important for background and rationale
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Getting Ready for Quality: The Critical Importance of Developing and Supporting a Skilled, Ethnically and Linguistically Diverse Early Childhood Workforce
could help in rationale and background
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The LA Advance Study: Participation, Outcomes, and Impacts of First 5 LA’s Workforce Development Programs
Skim to see if they found anything related to FFN care
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Caughy, M.O.B., P.J. O’Campo, S.M. Randolph, and K. Nickerson. “The Influence of Racial Socialization Practices on the Cognitive and Behavioral Competence of African American Preschoolers.” Child Development, vol. 73, no. 5, 2002, pp. 1611–1625. Caughy, M.O.B., and M.T. Owen. “Cultural Socialization and School Readiness of African American and Latino Preschoolers.” Cultural Diversity and Ethnic Minority Psychology, vol. 21, no. 3, 2015, pp. 391–399.
Really interesting - not sure it's directly related to our goals.
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Parental Preferences and Patterns of Child Care Use Among Low-Income Families: A Bayesian Analysis
Could be important
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Ethnographic Approaches To Child Care Research: A Review Of The Literature
might be interesting
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Gluing, Catching and Connecting: How Informal Childcare Strengthens Single Mothers’ Employment Trajectories
important for our work (though a bit dated)
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What Can CCDF Learn from the Research on Children’s Health and Safety in Child Care?
might be good to read
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Another approach would be to survey providers based on their connection to a formal system, such as licensing, subsidies, or QRIS. Such providers would be easier to sample and well positioned to address topics about that system. However, by not surveying providers who do not participate in that system, such an approach could distort findings if the system includes barriers to participation for all HBCC providers or providers in underserved communities.
Would it work to compare the FFN caregivers for families who are on the waitlist for subsidies? It still would be connection to the subsidy system, but might address some of the barriers to participation in he subsidy system.
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The strengths, resources, and strategies that HBCC providers use to support children and families in their care. Many studies include HBCC providers across diverse community contexts and racial, ethnic, and linguistic groups. However, fewer studies look within groups to unpack how community context or the intersection of community, race, and language may shape experiences, resources, and strategies. For example, although many studies have included HBCC providers of color, few studies have addressed the specific experiences of Black women who offer HBCC and the strategies they use to support racial healing amid systemic inequities. Some older research looked at the experiences of FFN providers who were recent immigrants or refugees, as well as those from Indigenous communities (Emarita 2008), yet more research is needed to understand the experiences of these providers and the children and families they support
THIS - we want to do THIS; hard to do this in a large data set, but we can look for resources and strengths; we can look for profiles - combinations of factors that together mean more than individual factors alone (e.g., education despite poverty; having a support network). We need to identify the questions in the NSECE that asked about these and then look for differences in who offers what services and for whom
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Tonyan et al
always nice to get a "shout out!"
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State, territory, and Tribal administrative data sets
We couldn't do this ourselves, but we might be able to write a proposal to do this with CCRC. It would be really interesting to explore whether we could track FFN providers using CCR&R level admin data. Churn? Movement into and out of licensing systems?
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Data from the Survey of Income and Program Participation (SIPP) can answer questions about how the child care arrangements of families who use HBCC providers vary by demographic characteristics (such as racial and ethnic background, ages of children, and socioeconomic status)
Can we learn about this? I don't know about the SIPP
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examine the relationship of providers’ personal and professional characteristics to potential predictors of HBCC quality, including a provider’s flexibility to meet a family’s needs for nontraditional hour and affordable care, or a provider’s use of different learning activities
We can look at this
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Descriptive comparisons of the data can reveal changes in selected characteristics of both providers and their settings, illuminating differences in the cultural, racial, ethnic, and linguistic backgrounds of providers, as well as in their payment sources, if any; the number and ages of the children in care; whether children with disabilities are served; the child care schedule; and participation in ECE systems
We can look at this
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Cavadel et al. 2017; Crosby et al. 2019; Hooper and Hallam 2019; Hooper and Scheweiker 2020; Matthews et al. 2015
Review these studies
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- Jan 2022
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www.acf.hhs.gov www.acf.hhs.gov
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Although much of the research on HBCC providers focuses on children from birth to age 5, research also shows many families require school-age child care (also known as out-of-school-time care) as a work support (Afterschool Alliance 2020). Evidence suggests out-of-school-time programs may support student academic achievement and reduce health disparities (Lauer et al. 2006).
we could definitely look at the age range of children in unlisted HBCC
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According to data from the American Community Survey (ACS), poverty rates among working women are higher for Black and Latina women than among other racial and ethnic groups
Could we examine the proportion of working and non-working HBCC providers in the NSECE who are living in poverty?
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whereas less is known about the racial and ethnic match among unlisted providers and the children in their care, some studies have shown similar trends
This is one thing we want to examine.
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Few studies explored the potential strengths of informal learning opportunities and continuity of care in a familiar environment that is racially, culturally, and linguistically responsive to children’s needs.
SECURE lab's qualitative data are really good for analysis of this! Not a focus for Spring 22
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Hooper, Alison, and Claire Schweiker. “Prevalence and Predictors of Expulsion in Home‐Based Child Care Settings.” Infant Mental Health Journal, vol. 41, no. 3, 2020, pp. 411–425.
Do we want to read and study this?
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Family child care (FCC) refers to regulated (licensed, certified, or registered) HBCC. Family, friend, and neighbor (FFN) care refers to HBCC that is legally exempt from licensing or other regulation, whether paid or unpaid. FFN care includes care given by grandparents, other relatives, and non-relatives. Home-based child care (HBCC) providers are a heterogeneous population of providers who offer care and education to children in their own or the child’s home. (Although we use “HBCC” throughout the report, we recognize the role providers play both caring for and educating children.) Providers’ HBCC status is fluid, and individuals’ roles may change—those who care for a few children who are related to them, whether with or without pay; those who offer care as a professional occupation and a business; those who care for children over many years; and those who care for children sporadically in response to changing family needs. We assume a variety of factors influence these patterns, which may shift over time.
Essential knowledge for SECURE lab
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Analysis of data from the 2012 and 2019 NSECE, which are primary sources of nationally representative information about HBCC providers
This is a key focus for our lab for Spring 2022
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Research questions should explore variation across the following categories, as well as the intersection of characteristics within each category
Although I've highlighted one below about providers, think of providers, children and families, and local community characteristics as three "legs" to a "stool" or "threads" that are woven and central to any analyses we want to conduct. I am particularly interested in research questions about the conditions under which... [fill in the blank]. For example, what are the conditions under which children from historically under-served communities (e.g., Black, linguistic minorities) are cared for by caregivers who will support their racial identity development and bilingual development?
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Providers, including cultural, racial, ethnic, and linguistic backgrounds (particularly providers in underserved communities); immigration documentation/refugee status; financial and economic well-being; and psychological well-being
This is a key topic for us - one set of analyses I'd like to explore is racial and linguistic match between FFN caregivers and the children they serve.
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HBCC is the most common form of nonparental child care for infants and toddlers
Notice the particular importance of HBCC for infants and toddlers (i.e., approximately birth to age three years).
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The goal of an equity-focused research agenda is to use research to help ensure everyone, especially people from historically excluded and/or marginalized communities, has fair and equitable access to resources and opportunities, and the capacity to take advantage of those resources and opportunities.
Exactly aligned with my own beliefs and values! How about you?
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HBCC includes regulated (licensed, certified, registered) family child care (FCC) and care legally exempt from regulation (license-exempt) that is provided by family, friends, or neighbors (FFN).
these are KEY TERMS for our project - learn these terms and acronyms: FCC and FFN are part of HBCC
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birth to age 12
notice the full age range they considered. For this article, we can think of "childhood" as being birth to age 12 and "early childhood" as being before school (around age 5).
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the providers who offer it, and the families who use it
This is where we are focused - with a particular focus on families in poverty and families of color.
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in a system in which racial equity exists, race and ethnicity are not predictors of the outcomes for children, families, and providers in HBCC that enable them to reach their full potential (Lee and Gilbert 2021)
getting specific about the general idea of equity
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Research on HBCC settings, however, lags behind research on center-based ECE settings, Head Start, and prekindergarten. Moreover, within HBCC, regulated family child care (FCC) providers are more likely to be the focus of research than family, friend, and neighbor (FFN) providers. Generally, the field lacks research about how the dynamics of HBCC availability and the features of HBCC settings relate to child and family outcomes.
Rationale for a lot of our work
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The research agenda is intended to (1) help ACF, state and local agencies, and other stakeholders deepen their understanding of HBCC availability and quality, and the factors that influence its availability and quality; (2) reveal key gaps in knowledge and data and propose research questions that can help fill those gaps; (3) propose study designs to inform policy and practice; and (4) set the stage for the HBCCSQ project’s next steps.
always good to note the purpose of the document you are reading. This is what the authors intend. Now, think about why you are reading it!
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Suggested citation: Bromer, Juliet, Toni Porter, Christopher Jones, Marina Ragonese-Barnes, and Jaimie Orland (2021). Quality in Home-Based Child Care: A Review of Selected Literature, OPRE Report # 2021-136, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Notice how we could cite this.
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www.acf.hhs.gov www.acf.hhs.gov
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ggested citation: Bromer, Juliet, Toni Porter, Christopher Jones, Marina Ragonese-Barnes, and Jaimie Orland (2021). Quality in Home-Based Child Care: A Review of Selected Literature, OPRE Report # 2021-136, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
notice how to cite this article
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drive.google.com drive.google.com
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Notice how you should cite this publication
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46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com 46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com
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The evidence is overwhelming: Black, indigenous, and other people of color in the U.S. have, on average, more chronic health problems and shorter lifespans than whites at all income levels
ACCURACY: Using a word like "overwhelming" to describe evidence makes it more difficult to judge the accuracy of the information presented.
LAYOUT: It would be more clear to have some sort of visual cue that this text describes the chart below it. The arrow suggests that the flow is from this text to the hospital image to the left, but the sentence relates more closely to the chart below the text which shows a larger number of deaths per 100,000 from disease in a given year.
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This means actively searching for and reducing unseen, restrictive biases in ourselves and in economic and social policies
It takes a fair bit of reading to understand how the graphic relates to the text.
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Multiple studies have documented how the stresses of everyday discrimination on parents or other caregivers, such as being associated with negative stereotypes, can have harmful effects on caregiving behaviors and adult mental health
Here is a good example of how the graphics nicely add to the text to show that stressors on adults and children can add to the stress the children themselves experience.
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People of color receive unequal treatment when they engage in systems like health care and education, and also have less access to high-quality education and health services, economic opportunities, and pathways to wealth accumulation
This infographic could be more powerful if the images more clearly added to the information in the text. Is it immediately clear to you that the larger hospital might reflect better access to care?
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when children’s stress response systems remain activated at high levels for long periods, it can have a significant wear-and-tear effect on their developing brains and other biological systems
Notice that the title of the infographic is about racism, but the first block of text is about stress. It would be more clear to have the title and first text more clearly linked. (They do link stress and racism in the second block of text).
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How RACISM can affect child development
This infographic could be more clear by having a title that more clearly tells readers HOW racism actually DOES affect child development.
Notice, too that there are no headings to help the reader know what the main ideas of the infographic are. You really have to read all the text to understand what the author(s) want you to know.
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- May 2021
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cdn2.hubspot.net cdn2.hubspot.net
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https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2015/05/InBrief-Executive-Function-Skills-for-Life-and-Learning-2.pdf• https://developingchild.harvard.edu/science/key-concepts/executive-function/
Notice how the authors cited their sources for at least the information (but not the graphics) - this is one way you could include your sources (i.e., at the bottom of the infographic itself).
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Hapara Student Dashboard helps build executive functioning skills with:
And here... we see that they are selling a product. : )
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Adults can facilitate the development of achild’s executive functioning skills by:
Not only does the infographic inform us about what executive function IS, but also how adults can help support it.
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Kids are NOT born with these skills, but they all have the potential to develop them as they grow. Adults just need to give kids a little help along the way
This sentence lets us know more about the audience for this infographic - the audience is for adults who care about children's learning and want to help them and could include teachers or parents.
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Be successful in school, work and life
This statement gives us a sense of why people should care - better understanding executive function could help people succeed...
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EXECUTIVE FUNCTIONING SKILLS
Notice how this infographic informs the viewer about the different parts of executive function skills by representing parts of executive function like "thought bubbles" around a child's head. Notice how the image of the child with a backpack adds to the implication that this infographic is related to education.
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Executive Functioning Skillsand the Self-Regulated Learner
Notice how this title lets us know the topic and gives us clues about the audience - something related to education!
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www.nimh.nih.gov www.nimh.nih.gov
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If you or someone you know has a mental illness
We don't really know who the audience for this infographic is. It seems like it was created for a pretty general audience, with a possible focus on teenagers themselves and adults who know teens well.
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The teen brain is ready to learn and adapt.
It's not really clear what the images for #2 and #2 in the list add to what is in the text, but they do make the page more visually appealing than just text alone. Try to select images that actually ADD TO the text, but at least select images that go with the text.
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The brain reaches its biggest size in early adolescence.
By making the main points numbered and in bold, it's easy to separate out the main points from the supporting details. Notice that the image that goes along with this main point goes along with and adds to what is in the text - we all know that bodies get bigger, but I'm not sure how many people know that brains stop getting bigger so young. Notice that a 14-year-old is still close to the small end of this line-up of people.
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Did you know that big and important changes are happening in the brain during adolescence? Here are 7 things to know about the teen brain
This subtitle elaborates on the main message - now we know that the changes are "big" and "important". Notice that the authors selected 7 supporting points in this main message. This is a manageable number for a two-page infographic.
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Fromthe NATIONAL INSTITUTE of MENTAL HEALTH
the source of the information is also clear
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The Teen Brain: 7 Things to Know
Notice the great title! This makes clear the main message of the infographic. It's about teenagers (adolescents) and brains. It also makes clear that the purpose of this infographic is to inform.
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