Child Care and Early Education Research Connections

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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 81 results
Sheridan Susan M., Knoche Lisa, Boise Courtney E., Witte Amanda L., Koziol Natalie A., Prokasky Amanda, Schumacher Rachel E., Kerby Hannah, 2021
Reports & Papers
Peer Reviewed

Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher…

Ursache Alexandra, Gouley Kathleen Kiely, Dawson-McClure Spring, Barajas-Gonzalez R. Gabriela, Calzada Esther J., Goldfeld Keith S., Brotman Laurie Miller, November/December 2020
Reports & Papers
Peer Reviewed
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant…
Cashiola Elizabeth B., Bulotsky-Shearer Rebecca J., Greenfield Daryl B., November, 2020
Reports & Papers
Peer Reviewed
Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of…
Partee Ann M., Hamre Bridget K., Williford Amanda P., August/September 2020
Reports & Papers
Peer Reviewed
Research Findings: This study examined the relation between classroom behavioral composition and teacher–child interactions in preschool classrooms and the potential for teachers’ experience, education level, and area of study to buffer against the…
Chen Jing, Lin Tzu-Jung, Jiang Hui, Justice Laura M., Purtell Kelly M., Logan Jessica A. R., 08 July, 2020
Reports & Papers
Peer Reviewed
Classroom social networks are influential to young children’s cognitive, social–emotional, and language development, but assessment and analyses of social networks are complex. Findings have been mixed regarding whether different informants (…
Liu Jin, Burgess Yin, DiStefano Christine, Pan Fan, Jiang Ning, July, 2020
Reports & Papers
Peer Reviewed
In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom…
Denham Susanne A., Bassett Hideko H., Zinsser Katherine M., Bradburn Isabel, Bailey Craig S., Shewark Elizabeth A., Ferrier David E., Liverette Kristi H., Steed Jessica, Karalus Samantha P., Kianpour Saeid, Q2 2020
Reports & Papers
Peer Reviewed
Social-emotional competence (SEC) is increasingly acknowledged by parents, educators, and lawmakers as central to school success. Given the tremendous SEC gains made by preschoolers, early childhood educators need access to sensitive assessment…
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…
Alamos Pilar, Williford Amanda P., March/April 2020
Reports & Papers
Peer Reviewed

This study examined teacher-child emotion talk in a sample of preschool children rated by their teachers as displaying elevated externalizing behaviors (N = 470). Emotion talk was observed using a teacher-child dyadic storybook reading task. We…

Chen Jing, Justice Laura M., Rhoad-Drogalis Anna, Lin Tzu-Jung, Sawyer Brook E., March/April 2020
Reports & Papers
Peer Reviewed
This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD,…
Helsabeck Nathan P., Logan Jessica A. R., Justice Laura M., Purtell Kelly M., Lin Tzu-Jung, 2020
Reports & Papers
Peer Reviewed
Research Findings: Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child's early childhood education and care (ECEC) by year from birth to pre-kindergarten, we…
Germeroth Carrie, Bodrova Elena, Day-Hess Crystal, Barker Jane, Sarama Julie, Clements Douglas H., Layzer Carolyn J., Winter 2019
Reports & Papers
Peer Reviewed
The authors consider mature make-believe play a critical component of childhood that helps children develop new skills and learn to communicate. They argue that, although theoretical accounts of play have emphasized the importance of make-believe…
Yoder Michelle L., Williford Amanda P., Vitiello Virginia E., Q2 2019
Reports & Papers
Peer Reviewed
The current study used naturalistic observations to explore the peer engagement of 428 preschoolers whom teachers identified as displaying elevated levels of disruptive behavior. Children's peer sociability, communication, assertiveness, and…
Toub Tamara Spiewak, Hassinger-Das Brenna, Nesbitt Kimberly Turner, Ilgaz Hande, Weisberg Deena Skolnick, Hirsh-Pasek Kathy, Golinkoff Roberta M., Nicolopoulou Ageliki, Dickinson David K., Q4 2018
Reports & Papers
Peer Reviewed
Two studies explored the role of play in a vocabulary intervention for low-income preschoolers. Both studies presented new vocabulary through book-readings. Study 1 children (N = 249; [mean age] = 59.19 months) were also randomly assigned to…
Sutherland Kevin S., Conroy Maureen A., McLeod Bryce D., Algina James J., Wu Eleanor, September, 2018
Reports & Papers
Peer Reviewed
This study investigated if training and practice-based coaching in an evidence-based program was associated with higher observed treatment integrity (adherence and competence) and if these treatment integrity components were associated with teacher…