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Preschool Learning Behaviors Scale
Resource Type:
Instruments
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competence
An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children
Preschool competency in context: An investigation of the unique contribution of child competencies in early academic success
The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children
Development and validation of the Preschool Learning Behaviors Scale
Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct
Parent self-efficacy: Relationship with parent involvement and preschoolers' school readiness
Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success
Classroom learning behaviors and reading skill development
Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children
Effects of preschool curriculum programs on school readiness: Report from the Preschool Curriculum Evaluation Research initiative
The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report
Learning behaviors mediating the effects of behavior problems on academic outcomes
Preschoolers at risk of developing concurrent academic and behavioral difficulties
ACF/OPRE report: Head Start children go to kindergarten
ACF-OPRE report: A year in Head Start: Children, families and programs
An evaluation of the Individualized Learning Intervention: A mentoring program for early childhood teachers
Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children
Saint Paul Early Childhood Scholarship Program evaluation: Final evaluation report: 2008-2011
Refining the Preschool Self-regulation Assessment for use in preschool classrooms
"No-o-o-o peeking": Preschoolers' executive control, social competence, and classroom adjustment
The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning
Saint Paul Early Childhood Scholarship Program evaluation: Annual report: Year 3
Social-emotional learning profiles of preschoolers' early school success: A person-centered approach
The Preschool Learning Behaviors Scale: Dimensionality and external validity in Head Start
Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success
"I know how you feel": Preschoolers' emotion knowledge contributes to early school success
Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment
Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start
The validity of interactive peer play competencies for Latino preschool children from low-income households
Classroom quality and academic skills: Approaches to learning as a moderator
The associations among maternal negative control, children's social information processing patterns, and teachers' perceptions of children's behavior in preschool
Validation of the QRIS YoungStar rating scale: Report 2: Wisconsin Early Child Care Study findings on the validity of YoungStar rating for children's school readiness
Peer interaction in rural preschool classrooms: Contributions of children's learning-related behaviors, language and literacy skills, and problem behaviors
Supporting parent-child experiences with PEG+CAT early math concepts: Report to the CPB-PBS Ready To Learn Initiative
Evaluation of Parent Aware: Minnesota's quality rating and improvement system pilot: Final evaluation report
Illinois Preschool for All (PFA) program evaluation
Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten
Report to Congress on dual language learners in Head Start and Early Head Start programs
Social and emotional information processing in preschoolers: Indicator of early school success?
Identifying family and classroom practices associated with stability and change of social-emotional readiness for a national sample of low-income children
Head Start classrooms and children's school readiness benefit from teachers' qualifications and ongoing training
Head Start and housing (in)stability: Examining the school readiness of children experiencing homelessness
Tracing children's approaches to learning through Head Start, kindergarten, and first grade: Different pathways to different outcomes
An evaluation of the intensity of mentoring: Child outcomes
Massachusetts Quality Rating and Improvement System (QRIS) validation study: Final report
Parent involvement in Head Start and children's development: Indirect effects through parenting
How preschoolers' social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments
Executive function and learning behaviors: Associations with academic skills among preschoolers
Reliability and validity of a measure of preschool children's theatre arts skills: The Preschool Theatre Arts Rubric
Home literacy environment and Head Start children's language development: The role of approaches to learning
Learning-related social skills as a mediator between teacher instruction and child achievement in Head Start
An investigation of the roles of temperament and approaches to learning on Head Start children's school readiness
CAP Family Life Study: Year 2 report: September 30, 2011-September 29, 2012
Computerized social-emotional assessment measures for early childhood settings
Preschoolers' emotion expression and regulation: Relations with school adjustment
ExceleRate Illinois: Validation study report
Is full day better than half day?: A propensity score analysis of the association between Head Start program intensity and children's school performance in kindergarten
Assessing learning behaviors in early childhood special education classrooms
Children and caregivers' exposure to adverse childhood experiences (ACES): Association with children's and caregivers' psychological outcomes in a therapeutic preschool program
Social information processing patterns, social skills, and school readiness in preschool children
Two-year versus one-year Head Start program impact: Addressing selection bias by comparing regression modeling with propensity score analysis
Early childhood professional development: Coaching and coursework effects on indicators of children's school readiness
Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders
Preschool children's interest, social-emotional skills, and emergent mathematics skills
Effect of classroom language diversity on Head Start ELL and non-ELL children’s social-emotional development
Visuomotor integration and inhibitory control compensate for each other in school readiness
Executive functions and approaches to learning: Relationships to school readiness in Head Start preschoolers
Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach
Parent Aware: Minnesota's quality rating and improvement system: Initial validation report
Addressing challenging behaviors in challenging environments: Findings from Ohio’s early childhood mental health consultation system
Assessing school communities using Google Street View: A virtual systematic social observation approach
Emotional support moderates associations between preschool approaches to learning and academic skills
Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
Teacher-child racial congruence and young children's preschool adjustment
Universal screening in early childhood populations: A systematic review
Promoting preschoolers’ social and emotional competencies through emotion-focused teaching
Teacher turnover and residential instability: Exploring joint and contextual associations with child behavior
Does teachers’ self-efficacy vary for different children? A study of early childhood special educators
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
‘You hit me! That's not nice and it makes me sad!!’: Relations of young children's social information processing and early school success
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
Investigating the development of positive peer interactions in low-income Latino DLL preschool children
Head Start Family and Child Experiences Survey (FACES): 2006 Cohort United States, 2006-2009
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