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 638 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…

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…
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…
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…
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…
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…
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…
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…
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…
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…
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…