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 981 results
Perlman Michal, Falenchuk Olesya, Fletcher Brooke A., McMullen Evelyn, Beyene Joseph, Shah Prakesh S., 30 December, 2016
Literature Review
Peer Reviewed

The quality of staff/child interactions as measured by the Classroom Assessment Scoring System (CLASS) in Early Childhood Education and Care (ECEC) programs is thought to be important for children's outcomes. The CLASS is made of three domains…

Curby Timothy W., Johnson Price McCloud, Mashburn Andrew J., Carlis Lydia, December, 2016
Reports & Papers
Peer Reviewed
When conducting classroom observations, researchers are often confronted with the decision of whether to conduct observations live or by using pre-recorded video. The present study focuses on comparing and contrasting observations of live and video…
Lemay Lise, Bigras Nathalie, Bouchard Caroline, December, 2016
Reports & Papers
Peer Reviewed
This study examined and compared the extent to which early childhood educators' (ECEs) and home childcare providers' (HCPs) practices supported children's play. The sample included 50 ECEs and 20 HCPs in settings that care for 70 children at 18, 24…
Jeon Lieny, Hur Eunhye, Buettner Cynthia K., December, 2016
Reports & Papers
Peer Reviewed
Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation…
Hartman Suzanne C., Warash Barbara G., Curtis Reagan, Hirst Jessica Day, December, 2016
Reports & Papers
Peer Reviewed
Preschool classrooms with varying levels of structural quality requirements across the state of West Virginia were investigated for differences in measured structural and process quality. Quality was measured using group size, child-to-teacher/staff…
Johnson Anna D., Markowitz Anna J., Hill Carolyn J., Phillips Deborah A., December, 2016
Reports & Papers
Peer Reviewed
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies…
Houen Sandra, Danby Susan J., Farrell Ann, Thorpe Karen J., November, 2016
Reports & Papers
Peer Reviewed
Affording children's agency is an important pedagogical underpinning of a high-quality early childhood program. Yet little is known about how teachers' interactions create spaces for children's agency. From the perspectives of ethnomethodology and…
Aikens Nikki, Akers Lauren, Atkins-Burnett Sally, November, 2016
Literature Review
The literature review report for the Professional Development Tools to Improve the Quality of Infant and Toddler Care (Q-CCIIT PD Tools) project summarizes the state of the field, highlighting the most promising methods and approaches for enhancing…
Aikens Nikki, Akers Lauren, Atkins-Burnett Sally, November, 2016
Other
The literature review for the Professional Development Tools to Improve the Quality of Infant and Toddler Care (Q-CCIIT PD Tools) project summarizes the state of the field, highlighting the most promising methods and approaches for enhancing…
Aikens Nikki, Akers Lauren, Atkins-Burnett Sally, November, 2016
Fact Sheets & Briefs
This brief presents key findings from a literature review that looks at the state of the field in relation to professional development methods for the Professional Development Tools to Improve the Quality of Infant and Toddler Care (Q-CCIIT PD Tools…
Rautamies Erja, Poikonen Pirjo-Liisa, Vahasantanen Katja, Laakso Marja-Leena, November, 2016
Reports & Papers
Peer Reviewed
This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have…
Downer Jason T., Goble Priscilla, Myers Sonya, Pianta Robert C., Q4 2016
Reports & Papers
Peer Reviewed
Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning…
Longstreth Sascha, Garrity Sarah, Ritblatt Shulamit, Olson Kelsey, Virgilio Ashley, Dinh Hilary, Padamada Shane, October-December 2016
Reports & Papers
Peer Reviewed
This study aims to address gaps in the literature on continuity of care through focus group interviews with teachers at public early care and education programs in San Diego County, California, USA. To better understand various perspectives on…
Blewitt Pamela, Langan Ryan, October, 2016
Reports & Papers
Peer Reviewed
Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success…
Davidson Christina, Danby Susan J., Given Lisa M., Thorpe Karen J., October-December 2016
Reports & Papers
Peer Reviewed
Current perspectives on young children's use of digital technology suggest that preschool teachers need to provide more effective guidance for children. There is still little research, however, to inform how guidance might be understood and…