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 96 results
Sparr Mariel, Cachat Patrice, Bartko W. Todd, Frazier Stacy L., February 2021
Fact Sheets & Briefs

This brief summarizes how five afterschool programs—serving elementary age children and representing diverse geographic regions, settings, and populations served—view their roles and contributions to provide gender-aware afterschool programming.…

Bartko W. Todd, Sparr Mariel, Filene Jill H., Frazier Stacy L., February 2021
Fact Sheets & Briefs

Afterschool programs provide opportunities for physical activity for millions of children in the United States. This brief summarizes how five afterschool programs—representing diverse geographic regions, program settings, and served populations—…

Doss Christopher, Frickle Hans, Loeb Susanna, October, 2020
Reports & Papers
This study assesses the effects of two text-messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on…
Gordon Rachel A., Sheridan Kathleen M., Bates Julia, de Souza Samantha, Pradzinski Anne, Q4 2020
Reports & Papers
Peer Reviewed

Gender disparities in academic achievement are of longstanding scholarly and societal concern. In the extensive literature on this topic, however, relatively few studies have considered the non-parental child care contexts where children spend…

Aikens Nikki, Atkins-Burnett Sally, Tarullo Louisa B., Malone Lizabeth M., Kelly Annalee, Cannon Judith, July-September 2020
Reports & Papers
Peer Reviewed
This study uses a resiliency framework to provide a national portrait of the strengths and resources of low-income Black and Hispanic/Latino boys served by Head Start. Findings suggest that although low-income boys of color are a vulnerable subgroup…
Mulvey Kelly Lynn, Miedema Sally Taunton, Stribing Alexandra, Gilbert Emily, Brian Ali Sara, May, 2020
Reports & Papers
Peer Reviewed
Young children typically report primarily same-gender friendships across childhood. However, there is growing awareness of the benefits of gender-integrated friendships and gender integration in schools, especially for social-emotional domains. The…
Iruka Iheoma U., Curenton Stephanie M., Sims Jacqueline, Blitch Kimberly, Gardner Shari L., Q2 2020
Reports & Papers
Peer Reviewed
This study used pre-academic and socioemotional data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort to examine the profiles of Black girls' school readiness skills from preschool through kindergarten. In addition to examining…
Muschkin Clara G., Ladd Helen F., Dodge Kenneth A., Bai Yu, March, 2020
Reports & Papers
Peer Reviewed
Based on growing evidence of the long-term benefits of enriched early childhood experiences, we evaluate the potential for addressing gender disparities in elementary school through early care and education programs. Specifically, we explore the…
Ou Suh-Ruu, Arteaga Irma A., Reynolds Arthur J., June, 2019
Reports & Papers
Peer Reviewed
Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. Using data from the Chicago Longitudinal Study (CLS; N =…
Zhang Chenyi, Diamond Karen E., Powell Douglas R., May, 2019
Reports & Papers
Peer Reviewed
This study assessed 266 young children's (mean age = 55.41 months, SD = 4.70 month) writing skills (name writing and letter writing), and decoding skills (letter knowledge, letter-word identification, and phonological awareness), and investigated…
Lyttleton-Smith Jennifer, 2019
Reports & Papers
Peer Reviewed
This qualitative research paper discusses how the material environment of preschool classrooms contributes to early childhood experiences of gender. It applies poststructuralist and posthumanist concepts -- primarily Barad's agential-realism -- to…
Mohamed Ahmed Hassan Hemdan, December, 2018
Reports & Papers
Peer Reviewed
The purpose of this study was to examine whether gender would moderate the association between teacher-child relationship and children's social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of the teacher-…
Gullberg Annica, Andersson Kristina, Danielsson Anna, Scantlebury Kathryn, Hussenius Anita, August, 2018
Reports & Papers
Peer Reviewed
We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee's Discourse analysis. Two dominant discourse models…
Shutts Kristin, Kenward Ben, Falk Helena, Ivegran Anna, Fawcett Christine, October, 2017
Reports & Papers
Peer Reviewed
To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N = 80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed…
Price-Mohr Ruth, Price Colin, September, 2017
Reports & Papers
Peer Reviewed
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment…