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 32 results
Olson Lynn, LePage Brooke, March, 2021
Reports & Papers
This report explores the early learning measurement landscape, why it is failing students, teachers, parents, and taxpayers, and what can be done to improve early learning assessment after the pandemic subsides. It highlights promising innovations…
Grant Ashley A., Jeon Lieny, Buettner Cynthia K., May, 2019
Reports & Papers
Peer Reviewed
To understand factors that might impact teacher turnover, the current study explored predictors of early childhood teachers' professional commitment, which we define as a teacher's psychological bond to their profession and work as a teacher,…
Horm Diane M., File Nancy, Bryant Donna M., Burchinal Margaret, Raikes Helen, Forestieri Nina, Encinger Amy Johnson, Cobo-Lewis Alan B., Q1 2018
Reports & Papers
Peer Reviewed
Ensuring that young children, especially infants and toddlers, experience consistency in child care providers over time is a practice endorsed by multiple professional organizations. This practice, commonly referred to as continuity of care (CoC),…
Cline Keely D., Edwards Carolyn Pope, January, 2017
Reports & Papers
Peer Reviewed
Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents…
Buettner Cynthia K., Jeon Lieny, Hur Eunhye, Garcia Rachel E., October, 2016
Reports & Papers
Peer Reviewed
Early care and education has pronounced implications for young children's social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers' personal social-emotional capacity has…
University of Nebraska. Buffett Early Childhood Institute, Gallup Organization, 2016
Reports & Papers
The first eight years of a child's life are the most important time to influence his or her future. Birth to age 8 is a period of rapid brain development during which children acquire language, form relationships for the first time, build character…
Connors-Tadros Lori, Dunn Lenay, Martella Jana, McCauley Carlas, 2014
Reports & Papers
The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of…
Forry Nicole D., Iruka Iheoma U., Tout Kathryn, Torquati Julia C., Susman-Stillman Amy R., Bryant Donna M., Daneri M. Paula, Q4 2013
Reports & Papers
Peer Reviewed
Few studies have examined correlates of quality ratings in family child care arrangements. This study analyzes data from a multi-state sample of family child care providers actively seeking professional development for two purposes. First, we…
Raikes Helen, Torquati Julia C., Jung Eunju, Peterson Carla A., Atwater Jane, Scott Jacqueline L. (Jackie), Q4 2013
Reports & Papers
Peer Reviewed
Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/…
Raikes Helen, Torquati Julia C., Wang Cixin, Shjegstad Brinn, July, 2012
Reports & Papers
Peer Reviewed
Research Findings: This study investigated parents' experiences using Child Care and Development Fund and other state-dispersed child care subsidies, reasons for choosing their current child care program, and perceptions of the quality of child care…
St. Clair Lisa, 2012
Reports & Papers
The purpose of the 21st CCLC program evaluation is to provide: (a) descriptive information regarding the implementation of these programs, (b) process data that will assist the project staff in continually improving the quality of services to the…
St. Clair Lisa, 2012
Reports & Papers
An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, participant characteristics and academic performance, parental engagement, and collaboration between programs and schools, based…
Yazejian Noreen, Bryant Donna M., 2012
Reports & Papers
Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and…
Torquati Julia C., Raikes Helen, Huddleston-Casas Catherine A., Bovaird James A., Harris Beatrice A., Q4 2011
Reports & Papers
Peer Reviewed
A study of the relationship between differences in observed program quality and parent perceived program quality among parents with various family income, parents' education, parents' perceived constraints in selecting child care, and type of…
St. Clair Lisa, 2011
Reports & Papers
An evaluation of 21st Century Community Learning Centers in Nebraska that examines program characteristics and quality, as well as participant characteristics and academic performance, based on administrative data, program observations, and surveys…