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 1127 results
Piasta Shayne B., Logan Jessica A. R., Thomas Leiah J.G., Zettler-Greeley Cynthia, Bailet Laura L., Lewis Kandia, Q1 2021
Reports & Papers
Peer Reviewed
Research supports small-group emergent literacy intervention to boost preschool children’s early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we…
Levine Michael H., Brown Chavaughn, McCarthy Jack, Levy Julia (Julia Claire), 2021
Other
Peer Reviewed
By summer 2020, Noggin and its nonprofit partner, Sparkler Learning, engaged with AppleTree, which had never previously used children’s media in its evidence-based instructional model. All three organizations were grappling with relationship and…
Barker Kim Stevens, Kim Do-Hong, Pendergraft Elizabeth, 2021
Reports & Papers
Peer Reviewed

This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences…

Cohen-Vogel Lora, Little Michael, Jang Wonkyung, Burchinal Margaret, Bratsch-Hines Mary E., January-December 2021
Reports & Papers
Peer Reviewed
Policy observers have expressed concern over whether misalignment between pre-K and K–12 has negative consequences for children. This study considers students’ exposure to redundant content across the pre-K and kindergarten years. Specifically, it…
Schachter Rachel E., Piasta Shayne B., Justice Laura M., Winter 2020
Reports & Papers
Peer Reviewed
Most preschool-aged children spend time in Head Start and other center-based care. Thus, early educators’ use of a quality curriculum is essential to maximizing children’s learning. We examined the curricula utilized by educators working in diverse…
Schachter Rachel E., Piasta Shayne B., Justice Laura M., Winter 2020
Executive Summary
Peer Reviewed
This article summarizes a study investigating the curricula and features of those curricula used by 497 early childhood educators across one Midwestern state. Curricula were identified and coded for quality features derived from the research, theory…
Fryer, Jr. Ronald G., Levitt Steven D., List John A., Samek Anya, October, 2020
Reports & Papers
We present the results of a novel early childhood intervention in which disadvantaged 3-4-year-old children were randomized to receive a new preschool and parent education program focused on cognitive and non-cognitive skills (CogX) or to a control…
Portilla Ximena A., Mattera Shira K., Wulfsohn Samantha, October, 2020
Fact Sheets & Briefs
This brief provides guidance on implementing supplemental classroom curricula and can help preschool administrators consider how to direct their efforts to support teaching and learning. Evidence built from 15 years of MDRC research on implementing…
Byington Teresa A., Kim Yae Bin, August, 2020
Reports & Papers
Peer Reviewed
We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and…
Thibodeau-Nielsen Rachel, Gilpin Ansley, Nancarrow Alexandra F., Pierucci Jillian M., Brown Melissa McInnis, May, 2020
Reports & Papers
Peer Reviewed
Growing evidence supports pretense as a positive predictor of executive function (EF) in early childhood. However, there is a need for well controlled, experimental studies examining the effects of various styles of pretense on EF development in…
Wasik Barbara A., Hindman Annemarie H., Q1 2020
Reports & Papers
Peer Reviewed
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic…
LiBetti Ashley, Mead Sara, March, 2019
Other
This brief is part of Bellwether Education Partners' Leading by Exemplar project, a multi-year study researching the practices of five exemplary Head Start programs. This brief provides in-depth information about exemplary programs' instructional…
Cooney Joan Ganz, 2019
Reports & Papers
In 1966, Joan Ganz Cooney was a documentary producer at Channel 13 when Lloyd Morrisett, then Vice President at the Carnegie Corporation of New York, offered her an opportunity that would change the landscape of children's media forever. The…
Han Jisu, Neuharth-Pritchett Stacey, 2019
Reports & Papers
Peer Reviewed
This study examined the effects of receiving multiple intervention services on the language, literacy, and general development of preschool children from low-income families. By employing a hierarchical linear model on a sample of 1436 children,…
Bingham Gary E., Quinn Margaret F., McRoy Kyla, Zhang Xiao, Gerde Hope K., November, 2018
Other
Peer Reviewed
Despite the importance of early writing development to children's school success, research documents that early childhood teachers spend little time actively supporting children's writing development in preschool classrooms. This article provides a…