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 85 results
Bassok Daphna, Weisner Kennedy, Markowitz Anna J., Hall Todd, April 2021
Reports & Papers

Despite the importance of early learning experiences for school readiness and children’s long-term learning trajectories, much of the research on learning during COVID-19 has focused on older, K-12 children. Understanding how the pandemic…

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…
Fawley Kara D., Stokes Trevor F., Rainear Chelsea A., Rossi Jessica, Budd Karen S., December, 2020
Reports & Papers
Peer Reviewed
One avenue for improving children’s socio-emotional competence and classroom behavior is by improving the quality of early teacher–child interactions. Universal Teacher–Child Interaction Training (TCIT-U), adapted from Parent Child Interaction…
Kunemund Rachel L., Nemer McCullough Shannon, Williams Chelsea D., Miller Chantelle C., Sutherland Kevin S., Conroy Maureen A., Granger Kristen L., November, 2020
Reports & Papers
Peer Reviewed
The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child…
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…
Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., Ansari Arya, Hofkens Tara, DeCoster Jamie, January/February 2020
Reports & Papers
Peer Reviewed

The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In…

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,…
LiBetti Ashley, Mead Sara, March, 2019
Reports & Papers
This compilation of five case studies of selected exemplary Head Start programs identifies and discusses their common characteristics and challenges.
Ansari Arya, Pianta Robert C., October, 2018
Reports & Papers
Peer Reviewed
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months…
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…
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…
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…
Snell Emily K., Hindman Annemarie H., Belsky Jay, November, 2015
Reports & Papers
Peer Reviewed
Evocative effects of child characteristics on the quality and quantity of child care were assessed in two studies using longitudinal data from the NICHD Study of Early Child Care. We focus on the influence of child characteristics on two important…
Zinsser Katherine M., Denham Susanne A., Curby Timothy W., Shewark Elizabeth A., October, 2015
Reports & Papers
Peer Reviewed
The connections between parents' emotional competence (emotion expression, regulation, and knowledge) and children's social-emotional learning (SEL) have been well studied; however, the associations among teachers' emotional competencies and…
Duncan Greg J., Jenkins Jade Marcus, Auger Anamarie, Burchinal Margaret, Domina Thurston, Bitler Marianne, March, 2015
Reports & Papers
Both federal and state governments regulate the quality and curricula of early childhood education programs in hopes of promoting the school readiness of disadvantaged children. We draw on data from the experimental Preschool Curriculum Evaluation…