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 53 results
Schwartz Heather L., Hamilton Laura S., Faxon-Mills Susannah, Gomez Celia J., Huguet Alice, Jaycox Lisa H., Leschitz Jennifer T., Tuma Andrea Prado, Tosh Katie, Whitaker Anamarie A., Wrabel Stephani L., 2020
Reports & Papers
Schools and out-of-school time (OST) programs across the United States are increasingly prioritizing and implementing practices to support children's social and emotional development. This report provides early implementation lessons from six…
Burkart Sarah, Roberts Jasmin, Davidson Matthew C., Alhassan Sofiya, January, 2018
Reports & Papers
Peer Reviewed
Background: Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder.…
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…
Vandell Deborah Lowe, Burchinal Margaret, Pierce Kim M., October, 2016
Reports & Papers
Peer Reviewed
Relations between early child care and adolescent functioning at the end of high school (EOHS; [mean] age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background,…
McConnico Neena, Boynton-Jarrett Renee, Bailey Courtney, Nandi Meghna, May, 2016
Reports & Papers
Peer Reviewed
Traumatic experiences are common in early childhood and may have enduring consequences on health and development. Cost-effective and developmentally appropriate interventions are needed to support the educational success of children affected by…
Morris Pamela A., Mattera Shira K., Castells Nina, Bangser Michael, Bierman Karen L., Raver C. Cybele, August, 2014
Reports & Papers
The Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) demonstration tests three distinct approaches to enhancing children's social-emotional development on a large scale within the Head Start system…
Brock Laura L., Curby Timothy W., July, 2014
Reports & Papers
Peer Reviewed
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to…
Serpell Zewelanji Natashya, Mashburn Andrew J., February, 2012
Reports & Papers
Peer Reviewed
An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966…
Watamura Sarah, Morrissey Taryn, Phillips Deborah A., McCartney Kathleen, Bub Kristen L., January/February 2011
Reports & Papers
Peer Reviewed
A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children
Votruba-Drzal Elizabeth, Coley Rebekah Levine, Maldonado-Carreno Carolina, Li-Grining Christine P., Chase-Lansdale P. Lindsay, September/October 2010
Reports & Papers
Peer Reviewed
A study of the relationship between low-income children's development of behavior problems during middle childhood and child care quality, extent and type of care, as well as an examination of child characteristics, gender, and race-ethnicity, as…
Upshur Carole C., Wenz-Gross Melodie, Reed George, Q1 2009
Reports & Papers
Peer Reviewed
A study of the effect of Together For Kids, an intervention in which a Child Development Advisor (CDA) consultant provides program-, family-, and child-focused mental health services at a child care center, on the rate of behavior problems, based on…
Chang Florence, Crawford Gisele M., Early Diane Marie, Bryant Donna M., Howes Carollee, Burchinal Margaret, Barbarin Oscar, Clifford Richard M., Pianta Robert C., 2007
Reports & Papers
Peer Reviewed
A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs
Arnold David H., Brown Sharice A., Meagher Susan, Baker Courtney N., Dobbs-Oates Jennifer, Doctoroff Greta L., May 2006
Reports & Papers
Peer Reviewed
An evaluation of the effectiveness of the UMass Preschool Project, which was designed to target externalizing behaviors and promote academic development in low income preschool children
O'Connor Erin E., McCartney Kathleen, February 2006
Reports & Papers
Peer Reviewed
A longitudinal examination of the impact of maternal attachment and early teacher-child relationships on teacher-child relationships in later academic years using data from the National Institute of Child Health and Human Development Study of Early…
Gilliam Walter S., Shahar Golan, 2006
Reports & Papers
Peer Reviewed
An examination of the preschool and child care expulsion and suspension rates in Massachusetts and an investigation of factors associated with expulsion, including class size, distribution of children's ages, and job satisfaction