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 345 results
Rojas Natalia M., Mattera Shira K., Morris Pamela A., Raver C. Cybele, 2021
Reports & Papers
Peer Reviewed
Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers' use of specific social-emotional practices within their classrooms. This…
Golden Adrienne Kimberly, Hemmeter Mary Louise, Edmonds Marisa, Ledford Jennifer R., 2021
Reports & Papers
Peer Reviewed
A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching…
Bartko W. Todd, Sparr Mariel, Filene Jill H., Frazier Stacy L., February 2021
Fact Sheets & Briefs

This brief provides an overview of the Improving Programs, Policies, and Services to Promote Healthy Development in Middle Childhood in Afterschool Settings Project (MCASP). It presents characteristics of the five study sites along with key…

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

This brief summarizes how five afterschool programs—representing diverse geographic regions, program settings, and served populations—view their roles and contributions to promoting young children’s SEBH. Findings were gathered through interviews…

Sparr Mariel, Morrison Colleen, Miller Kassandra, Bartko W. Todd, Frazier Stacy L., February 2021
Literature Review

This literature review sought to - Supplement and update existing literature and meta-analytic reviews of social-emotional and behavioral health outcomes achieved in afterschool programs, with a specific focus on those serving children 6 to 12…

James Bell Associates, 2021
Fact Sheets & Briefs

This summary presents the results of a literature review to identify afterschool programs serving children aged 6–12 that report positive outcomes in social-emotional, behavioral, or physical health. (author abstract)

Taylor Dalena Dillman, Purswell Katherine, Cornett Nick, Bratton Sue C., April 2021
Reports & Papers
Peer Reviewed

Childhood disruptive behaviors in early childhood present difficulties for teachers and parents, can be indicative of emotional and social disturbances for children, and are associated with long-term negative consequences. This quasi-experimental…

Velez Marina S., Barton Erin Elizabeth, Yoder Paul, Wright John C., February 2021
Reports & Papers
Peer Reviewed

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly…

Mondi Christina F., Giovanelli Alison, Reynolds Arthur J., May 22 2021
Literature Review
Peer Reviewed

Educators and researchers are increasingly interested in evaluating and promoting socio-emotional learning (SEL) beginning in early childhood (Newman & Dusunbury in 2015; Zigler & Trickett in American Psychologist 33(9):789–798 https://…

Meyer Lori E., March 30 2021
Executive Summary

The Early MTSS-123 Project was developed “to implement and pilot the Early Care and Learning Practice Improvement Support Team and to provide the State with a 3-year plan to scale-up the pilot.” Major activities of this project included: Piloting…

Meyer Lori E., March 30 2021
Other

The Early MTSS-123 Project was developed “to implement and pilot the Early Care and Learning Practice Improvement Support Team and to provide the State with a 3-year plan to scale-up the pilot.” Major activities of this project included: Piloting…

Hall Tonya, January-March 2020
Literature Review
Peer Reviewed
Preschool students are expelled from educational settings at higher rates than any other students, and this may serve to be problematic across their lifespan. One of the primary reasons reported is due to their display of social behavioral problems…
Saint Gilles Marla Pfenninger, Carlson John S., February, 2020
Reports & Papers
Peer Reviewed
This study investigated the effects of a pilot implementation of a trauma supplement intervention, based on the Attachment, Regulation, and Competency (ARC) Model (Blaustein & Kinniburgh, 2019), on Head Start agency attitudes, teacher secondary…
Natale Ruby, Kolomeyer Ellen, Robleto Ana, Jaffery Zafreen, Spector Rachel, April, 2020
Reports & Papers
Peer Reviewed
Social-emotional issues in preschoolers continue to be an area of concern across the nation. Models to determine effective implementation practices are needed. The Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework is one…
National Center for Pyramid Model Innovations, 17 December, 2020
Other
This document provides an overview of the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children and looks at state implementation strategies, highlighting examples from Wisconsin and Florida.