During the Summer of 2023, New York Works for Children surveyed a group of New York-based directors, teachers, and family child care providers with questions regarding the various benefits they may or may not receive. This data story will…

Children are not born harboring racial biases, but they are born learning. Young children, even infants, learn from the “mere observation” of other people’s behavior. Nonverbal signals of racial biases are abundant in children’s everyday social…

The Bruininks-Oseretsky Test of Motor Proficiency™, Third Edition Brief Form (BOT™-3 Brief) provides a quick overview of gross and fine motor ability for children and young adults. (author abstract)

Enrolling in publicly funded early childhood programs in the U.S. often requires families to navigate a complex, multistep process. Families must pick a program, apply, verify their eligibility, and enroll. Prior research shows that families that…

One of the primary goals of early education is to promote overall school readiness, especially for children most at risk for educational challenges. However, there is a persistent disparity in equitable access to high quality early learning…

The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still…

Using an asset-based framework, this study examines the holistic developmental health outcomes of young English Learners (ELs) in the United States using the Early Development Instrument (EDI), stratified by first language and neighborhood risk…

The Bruininks-Oseretsky Test of Motor Proficiency™, Third Edition (BOT™-3) is a versatile and comprehensive measure of gross and fine motor skills for children and young adults. (author abstract)

American children need access to high-quality early education. One limiting factor is the lack of professional development for the childcare workforce. This study examined the impact of a professional development model designed for teachers…

Preschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's…

Concept Development [CD] in the early years cannot be complete without teachers' support. However, limited research exists. This research aimed to assess CD classroom interactional quality and its relationship with other quality dimensions/…

President Biden signed the Further Consolidated Appropriations Act, 2024 (P.L. 118-47), into law on March 23, 2024. The funding level for programs under the Head Start Act (the Act) is $12,271,820,000, an increase of $275 million over FY 2023.…

Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young…