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 216 results
Mondi Christina F., Giovanelli Alison, Reynolds Arthur J., May 22 2021
Literature Review
Peer Reviewed

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 https://…

Taylor Dalena Dillman, Purswell Katherine, Cornett Nick, Bratton Sue C., April 2021
Reports & Papers
Peer Reviewed

Childhood disruptive behaviors in early childhood present difficulties for teachers and parents, can be indicative of emotional and social disturbances for children, and are associated with long-term negative consequences. This quasi-experimental…

Velez Marina S., Barton Erin Elizabeth, Yoder Paul, Wright John C., February 2021
Reports & Papers
Peer Reviewed

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly…

Golden Adrienne Kimberly, Hemmeter Mary Louise, Edmonds Marisa, Ledford Jennifer R., 2021
Reports & Papers
Peer Reviewed
A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching…
Rojas Natalia M., Mattera Shira K., Morris Pamela A., Raver C. Cybele, 2021
Reports & Papers
Peer Reviewed
Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers' use of specific social-emotional practices within their classrooms. This…
Watts Tyler W., Ibrahim Deanna A., Khader Alaa, Li Chen, Gandhi Jill, Raver C. Cybele, December, 2020
Reports & Papers
Peer Reviewed
In the current article, we examine the long-run school selection patterns of children randomly assigned to the Chicago School Readiness Project, an early childhood educational (ECE) intervention that aimed to improve the quality of Head Start…
Cunningham Jennifer E., Hemmeter Mary Louise, Kaiser Ann P., November, 2020
Reports & Papers
Peer Reviewed
The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide…
Blewitt Claire, Morris Heather, Nolan Andrea, Jackson Kylie, Barrett Helen, Skouteris Helen, July, 2020
Other
Peer Reviewed
High-quality early childhood education and care (ECEC) programmes can strengthen the social, emotional and cognitive skills that are crucial for future learning and wellbeing. Teacher-child interactions are the most vital component of ECEC service…
Pahigiannis Katie, Glos Margaret, June, 2020
Literature Review
Peer Reviewed
Self-regulation facilitates healthy development and positive adaptation across the life course, and deficits are linked to negative health outcomes. Self-regulation development is thus an important target for universal prevention interventions in…
Murano Dana, Sawyer Jeremy, Lipnevich Anastasiya A., April, 2020
Reports & Papers
Peer Reviewed
This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students…
Natale Ruby, Kolomeyer Ellen, Robleto Ana, Jaffery Zafreen, Spector Rachel, April, 2020
Reports & Papers
Peer Reviewed
Social-emotional issues in preschoolers continue to be an area of concern across the nation. Models to determine effective implementation practices are needed. The Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework is one…
Blewitt Claire, O'Connor Amanda, Morris Heather, Mousa Aya, Bergmeier Heidi, Nolan Andrea, Jackson Kylie, Barrett Helen, Skouteris Helen, 07 February, 2020
Literature Review
Peer Reviewed
There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to…
Saint Gilles Marla Pfenninger, Carlson John S., February, 2020
Reports & Papers
Peer Reviewed
This study investigated the effects of a pilot implementation of a trauma supplement intervention, based on the Attachment, Regulation, and Competency (ARC) Model (Blaustein & Kinniburgh, 2019), on Head Start agency attitudes, teacher secondary…
Hall Tonya, January-March 2020
Literature Review
Peer Reviewed
Preschool students are expelled from educational settings at higher rates than any other students, and this may serve to be problematic across their lifespan. One of the primary reasons reported is due to their display of social behavioral problems…
Sheridan Susan M., Knoche Lisa, Boise Courtney E., Moen Amanda L., Lester Houston, Edwards Carolyn Pope, Schumacher Rachel E., Cheng Katherine, Q3 2019
Reports & Papers
Peer Reviewed
The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children’s social–emotional competencies and the quality of the student–teacher and parent–…