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 21 results
Newman Linda, 1996
Other
A study on the transition between preschool and school programs from a teacher?s perspective, focusing on early intervention programs for special needs children in New South Wales, Australia
Maclean Rod, 1996
Reports & Papers
Peer Reviewed
A study of a child?s adjustment of playground identity from preschool to kindergarten
Ladd Gary W., Kochenderfer Becky J., Coleman Cynthia C., 1996
Reports & Papers
Peer Reviewed
As study of the role of children?s friendship quality perceptions in their social transitions to elementary school
Corsaro William A., 1996
Reports & Papers
Peer Reviewed
A study of child care and early education policy and the transition to school initiatives for young children in Italy and the United States
Entwisle Doris R., Winter 1995
Other
Peer Reviewed
An examination of the role of schools in the sustenance and further development of children's educational skills retained in preschool, with recommendations of new ways to relate children's preschool and elementary school experiences
Brody Gene H., Stoneman Zolinda, McCoy J. Kelly, 1995
Reports & Papers
Peer Reviewed
A discussion of the involvement of parents in early home literacy to maintain the gains that children make in the Head Start program as they make the transition to elementary school
Reynolds Arthur J., Bezruczko Nikolaus, 1993
Reports & Papers
Peer Reviewed
An article presenting a model of the factors influencing the school adjustment process.
Ramey Sharon L., Ramey Craig T., 1991
Administration for Children and Families/OPRE Projects
In 1990, the U. S. Congress authorized The National Head Start/Public School Early Childhood Transition Demonstration Study project designed to enhance the early public school transitions of former Head Start children and their families. Former Head…
Alexander Karl L., Entwisle Doris R., 1988
Reports & Papers
Peer Reviewed
A study of the influence of home and school factors on adaptation to school, using data from the Beginning School Study conducted in Baltimore in 1982
Karweit Nancy, 1988
Reports & Papers
Peer Reviewed
A discussion of the organization of early education instruction in terms of programs, entry requirements, length of the school day and nature of curriculum
Spodek Bernard, 1988
Reports & Papers
Peer Reviewed
A discussion of academic and social considerations in evaluating the developmental appropriateness of public kindergarten, based on the purposes and content of kindergarten programs and curricula
Shepard Lorrie A., Smith Mary L., 1988
Reports & Papers
Peer Reviewed
A study of policies aimed at kindergarten standards and their implications for kindergarten demographics, curricula and students
Silvern Steven B., 1988
Reports & Papers
Peer Reviewed
An essay arguing for developmentally appropriate conditions and transitions from home environments, prekindergarten programs and kindergarten curricula
Howes Carollee, 1988
Reports & Papers
Peer Reviewed
A study of the relationship between aspects of early child care and school adjustment on children at 3 months, 9 months of age and their assessment 3 years after school entrance
Merrell Christine, Tymms Peter, Jones Paul, n.d.
Reports & Papers
A longitudinal assessment of the cognitive development of children entering school, based on a sample of children from 124 preschools in England assessed at the start of each school year from 2001 through 2006