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 600 results
Lipscomb Shannon T., Hatfield Bridget E., Lewis Hillary, Goka-Dubose Emiko, Abshire Caitlin, January/February 2021
Reports & Papers
Peer Reviewed
Early care and education (ECE) programs can support resilience among children with adverse childhood experiences (ACEs). Yet children impacted by ACEs often experience challenges in ECE. To guide interventions to support school-readiness, a better…
Zucker Tricia A., Cabell Sonia Q., Petscher Yaacov, Mui Heather, Landry Susan H., Tock Jamie, Q1 2021
Reports & Papers
Peer Reviewed
This study examines blending of classroom- and family-based supports within a Multi-Tiered System of Support (MTSS). MTSS frameworks typically use primary, secondary, and tertiary interventions to prevent or ameliorate academic difficulties.…
Li Hui, Forbes Anne, Yang Weipeng, January, 2021
Other
Peer Reviewed
This special issue of the journal Early Education and Development examines early STEM education by covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education.
Li Hui, Forbes Anne, Yang Weipeng, January, 2021
Other
Peer Reviewed
This special issue on early STEM education collects ten articles that present a series of studies covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education for…
Rumper Brooke, Frechette Elizabeth, Greenfield Daryl B., Hirsh-Pasek Kathy, 2021
Reports & Papers
Peer Reviewed

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated…

Wang X. Christine, Choi Youngae, Benson Keely, Eggleston Corinne, Weber Deborah, 2021
Reports & Papers
Peer Reviewed
Computational thinking (CT), which is defined as the systematic analysis, exploration, and testing of solutions to open-ended and often complex problems, is an important skill to foster in early childhood. However, little is known about teachers’…
Slicker Gerilyn, Hustedt Jason T., December, 2020
Literature Review
Peer Reviewed
Persisting socioeconomic gaps in school readiness have inspired research examining aspects of the pre-K experience that could reduce these gaps. A strategy that deserves consideration is the socioeconomic diversity of classrooms. In this literature…
Beisly Amber, Kwon Kyong-Ah, Jeon Shinyoung, December, 2020
Reports & Papers
Peer Reviewed
This study examined the associations of preschool children’s executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine…
Kelley Elizabeth S., Barker R. Michael, Peters-Sanders Lindsey, Madsen Keri, Seven Yagmur, Soto Xigrid, Olsen Wendy, Hull Katharine, Goldstein Howard, December, 2020
Reports & Papers
Peer Reviewed

Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends, designed to improve…

Daubert Emily N., Yu Yue, Grados Milagros, Shafto Patrick, Bonawitz Elizabeth Baraff, 26 November, 2020
Reports & Papers
Peer Reviewed
What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’…
Villasanti Hugo Gonzalez, Justice Laura M., Chaparro-Moreno Leydi Johana, Lin Tzu-Jung, Purtell Kelly M., 25 November, 2020
Reports & Papers
Peer Reviewed
The present study explored whether a tool for automatic detection and recognition of interactions and child-directed speech (CDS) in preschool classrooms could be developed, validated, and applied to non-coded video recordings representing children’…
Qi Cathy Huaqing, Bulotsky-Shearer Rebecca J., Barton Erin Elizabeth, November, 2020
Other
Peer Reviewed
This special issue of Topics in Early Childhood Special Education examines the interrelation between language skills and behavior problems within early childhood classrooms.
Qi Cathy Huaqing, Bulotsky-Shearer Rebecca J., Barton Erin Elizabeth, November, 2020
Other
Peer Reviewed
This topical issue consists of a collection of five empirical articles that use different methods and models to examine the dynamic interrelation between language skills and behavior problems within early childhood classrooms. The linkage between…
Davis Alexandra N., Qi Cathy Huaqing, November, 2020
Reports & Papers
Peer Reviewed
We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in…
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…