Child Care and Early Education Research Connections

Skip to main content

Search Results

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 458 results
Meyer Lori, Wood Valerie, Northey Kaitlin, March 30 2021
Reports & Papers

As part of Vermont's Preschool Development Birth through Five (PDG B-5) grant, Drs. Meyer, Wood, and Northey led The Promoting Inclusion and Exploring Supports (PIES) Project to assess supports for children with specialized needs in Vermont's…

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…
Feuerstein Julie L., Landa Rebecca J., Q4 2020
Reports & Papers
Peer Reviewed
A research-to-practice gap exists in childcare settings, particularly affecting instruction to children with developmental delays (DD) including those with or at risk for autism spectrum disorder (ASD). This study aimed to improve implementation of…
Movahedazarhouligh Sara, Banerjee Rashida, June, 2020
Reports & Papers
Peer Reviewed
The term family-centred practices refer to a particular set of beliefs, principles, values, and practices for supporting and strengthening family capacity to enhance and promote child development and learning. Family-centred services in early…
University of Oregon. Center for Translational Neuroscience. RAPID-EC Research Group, 05 May, 2020
Reports & Papers
This posting presents the initial reports of mental health and financial challenges faced by households of young children with disabilities learning at home due to the COVID-19 pandemic. It also reports on caregiver suggestions for relieving…
Romano Mollie, Windsor Kelly S., Q1 2020
Reports & Papers
Peer Reviewed
This study uses a single-case, multiple probe design to investigate the effects of a naturalistic intervention on deictic gesture use in toddlers who are from low-SES backgrounds. The month-long study included strategies drawn from the literature on…
Lipscomb Shannon T., Hatfield Bridget E., Lewis Hillary, Goka-Dubose Emiko, Fisher Philip A., December, 2019
Reports & Papers
Peer Reviewed
With the majority of children in the United States attending early care and education (ECE) prior to kindergarten (National Survey of Early Care and Education, 2016), the opportunity to reach children early, and strengthen resilience in the context…
Roots of Resilience Research Team, 2019
Fact Sheets & Briefs
This brief summarizes the first research on the Roots of Resilience program. (author abstract)
Riser Danielle, Hallam Rena A., 2019
Administration for Children and Families/OPRE Projects

Child care provides an essential service to many families by allowing parents to participate in the workforce and helping their children develop in a nurturing environment. However, families who have young children with disabilities have…

Barton Erin Elizabeth, Ledford Jennifer R., Zimmerman Kathleen N., Pokorski Elizabeth A., May, 2018
Reports & Papers
Peer Reviewed
Blocks and block play are ubiquitous to early childhood settings and as such provide a normative context for social interactions between children with and without disabilities. However, children with disabilities tend to engage in more repetitive…
Romano Mollie, Woods Juliann, May, 2018
Reports & Papers
Peer Reviewed
This study used a single-case, multiple baseline design to examine the effectiveness of collaborative coaching on three Early Head Start (EHS) teachers' use of responsive communication strategies with toddlers with communication delays. Child…
Spear Caitlin F., Piasta Shayne B., Yeomans-Maldonado Gloria, Ottley Jennifer Riggie, Justice Laura M., O'Connell Ann, May/June 2018
Reports & Papers
Peer Reviewed
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the…
Banerjee Rashida, Movahedazarhouligh Sara, Millen Kaitlyn, Luckner John L., February, 2018
Literature Review
Peer Reviewed
Valid and evidence-informed practices are critical to help young children with disabilities and their families with highly effective interventions and instruction to reach their potentials. Replication research is critical for appraising research…
Schebell Shannon, Shepley Collin, Mataras Theologia, Wunderlich Kara, February, 2018
Reports & Papers
Peer Reviewed
Children with communication delays often display difficulties labeling stimuli in their environment, particularly related to actions. Research supports direct instruction with video and picture stimuli for increasing children's action labeling…
Storie Sloan, Coogle Christan Grygas, Rahn Naomi L., Ottley Jennifer Riggie, November, 2017
Reports & Papers
Peer Reviewed
This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers' use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the…