Early language and the development of children's reading skills
A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade
Reports & Papers
An eco-behavioral approach to examining the contextual effects of early childhood classrooms
A study of the association between both child and classroom characteristics and children's interactions with both objects and peers, based on observations of a random selection of 225 Hawaiian young children
Reports & Papers
Effects of an early literacy professional development intervention on Head Start teachers and children
A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state
Reports & Papers
Effects of transitions to new child care classes on infant/toddler distress and behavior
An examination of the emotional and behavioral effects of infants' and toddlers' transitions to new child care classrooms
Reports & Papers
Examining the black-white achievement gap among low-income children using the NICHD Study of Early Child Care and Youth Development
An examination of family, neighborhood, and school characteristic predictors of the Black-White achievement gap in children's reading and mathematics school performance from 4½ years of age through fifth grade, based on a secondary analysis of a sample of 314 lower income Black and White American youth followed from birth
Reports & Papers
Family and classroom correlates of Head Start children's developmental outcomes
A study of the influence of the quality of Head Start programs on achievement and developmental outcomes
Reports & Papers
From one class to another: How transitions may affect infants and toddlers
A study of the effects that transitions have on infants and toddlers examining stress reactions when caregiver continuity is not offered; the study included 19 child care centers in North Carolina and 46 classrooms in which direct observations of children’s social activity and their emotional behavior were assessed
Fact Sheets & Briefs
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness
An examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Reports & Papers
In the running for successful outcomes: Exploring the evidence for thresholds of school readiness [Executive summary]
A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Executive Summary
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
Reports & Papers
Intervention and home environment
Key findings from a longitudinal examination of the moderating effect of young children's home environments on the relationship between participation in the Infant Health and Development Program on children's intelligence and behavior outcomes, based on a sample of 985 low birth weight children who participated in an at risk early intervention program
Fact Sheets & Briefs
The language of emergent literacy: A response to the National Institute for Literacy report on early literacy
A response to and clarification of a review and synthesis of early literacy research
Other
Language skills of children with different preschool experiences
A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families
Reports & Papers
Maternal employment and child cognitive outcomes: The importance of analytic approach
A reconciliation of the disparate findings of two studies on the effects of maternal employment in infancy on cognitive outcomes of children participating in the National Longitudinal Survey of Youth
Reports & Papers
Maternal employment, child care, and cognitive outcomes
A discussion of the controversies among professionals of the impact of early group care on young children’s development
Reports & Papers
Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills
A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes
Reports & Papers
National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003
The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies.
The study had two primary purposes:
1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings).
2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school.
The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version).
Data Sets
Otitis media in early childhood in relation to children's school-age language and academic skills
An examination of the relationship between otitis media with effusion and associated hearing loss during the first 4 years of life, and the language development and academic achievement of children between 4 years of age and second grade, based on a prospective cohort study
Reports & Papers
Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills
A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs
Reports & Papers
Persistent effects of early intervention on high-risk children and their mothers
A report on the long-term child and mother outcomes of the Abecedarian Project, a two-phase, comparative, early childhood education, pediatric healthcare, and family support program
Reports & Papers
Pre-kindergarten in eleven states: NCEDL's Multi-State Study of Pre-Kindergarten and study of State-Wide Early Education Programs (SWEEP): Preliminary descriptive report
An outline of key descriptive findings about the characteristics of prekindergarten children and their families, teachers and their classes, classroom quality, and academic assessments, from the Multi-State Study of Pre-Kindergarten and the Study of State-Wide Early Education Programs (SWEEP)
Reports & Papers
Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics
An examination of the relationship between preschool center quality and children's school readiness, and the moderating role of child entry demographic background, cognitive skills, attention skills, and problem behaviors on that relationship, based on data from approximately 6,250 3- to 5-year-olds from four large-scale child care studies
Reports & Papers
Quality dosage, thresholds, and features in early childhood settings: Literature review tables
Tables to accompany a review of research on the relationship of quality thresholds, timing, and features of early childhood settings to child developmental outcomes
Other
Quality dosage, thresholds, and features in early childhood settings: A review of the literature
A review of research on the relationship of quality thresholds, timing, and features of early childhood settings to child developmental outcomes
Literature Review
Quality of center child care and infant cognitive and language development
An analysis of the relationship between quality of center-based child care and infant cognitive and language development among infants from low- and middle-income African American families
Reports & Papers
