Child Care and Early Education Research Connections

Skip to main content

Search Results

Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 121 results
Ernst Jasmine R., Reynolds Arthur J., September 2021
Reports & Papers
Peer Reviewed

In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-…

Qi Cathy Huaqing, Zieher Almut K., Van Horn M. Lee, Bulotsky-Shearer Rebecca J., Carta Judith J., December, 2020
Reports & Papers
Peer Reviewed
The purpose of this study was to examine the relationship between language skills and behavioural problems and the potential moderating role of the quality of classroom emotional support in this relationship among 242 preschool children from low-…
Bratsch-Hines Mary E., Carr Robert C., Zgourou Eleni, Vernon-Feagans Lynne, Willoughby Michael T., Nov-Dec 2020
Reports & Papers
Peer Reviewed
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured…
Camerota Marie, Willoughby Michael T., May/June 2020
Reports & Papers
Peer Reviewed
Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and…
Valiente Carlos, Swanson Jodi, DeLay Dawn, Fraser Ashley M., Parker Julia H., March, 2020
Other
Peer Reviewed
The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in…
Vandell Deborah Lowe, Lee Kenneth T.H., Whitaker Anamarie A., Pierce Kim M., January, 2020
Reports & Papers
Peer Reviewed
Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool…
Saunders Ruth P., Dowda Marsha, Pfeiffer Karin A., Brown William H., Pate Russell R., 22 December, 2019
Reports & Papers
Peer Reviewed

Center-based early childhood education and care (ECEC) programs are well-positioned to create positive impacts on the health and development of large numbers of young children by promoting physical activity using evidence-based programs. Studies…

Jenkins Jade Marcus, Duncan Greg J., Auger Anamarie, Bitler Marianne, Domina Thurston, Burchinal Margaret, August, 2018
Reports & Papers
Peer Reviewed
We use experimental data to estimate impacts on school readiness of different kinds of preschool curricula -- a largely neglected preschool input and measure of preschool quality. We find that the widely-used "whole-child" curricula found in most…
Burchinal Margaret, March, 2018
Other
Peer Reviewed
High-quality early care and education (ECE) programs are thought to increase opportunities for all children to succeed in school, but recent findings call into question whether these programs affect children as anticipated. In this article, I…
Sabol Terri J., Bohlmann Natalie L., Downer Jason T., March/April 2018
Reports & Papers
Peer Reviewed
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included…
Yan Ni, Ansari Arya, Q4 2017
Reports & Papers
Peer Reviewed
Informed by the transactional and bioecological theories, this study examined the bidirectional relations between intrusive caregiving and children's externalizing behaviors across the family and school systems during the early elementary school…
Gardner-Neblett Nicole, Holochwost Steven J., Gallagher Kathleen Cranley, Iruka Iheoma U., Odom Samuel L., Bruno Elizabeth Pungello, August, 2017
Reports & Papers
Peer Reviewed
Background Although shared book reading is seen as an effective way to support children's early literacy and language development, less is known about the factors associated with toddlers' engagement with books. Objective The goal of the current…
Goble Priscilla, Hanish Laura, Martin Carol Lynn, Eggum-Wilkens Natalie D., Foster Stacie A., Fabes Richard A., July, 2016
Reports & Papers
Peer Reviewed
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's…
Broekhuizen Martine L., Mokrova Irina L., Burchinal Margaret, Garrett-Peters Patricia, The Family Life Project Key Investigators, Q3 2016
Reports & Papers
Peer Reviewed
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's…
Zaslow Martha, Burchinal Margaret, Tarullo Louisa B., Martinez-Beck Ivelisse, June, 2016
Other
Peer Reviewed
This chapter provides a detailed summary of secondary analysis findings for thresholds of quality, features of quality, and dosage in early care and education. Results are then discussed in terms of practice, policy, and next steps for research.