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Assessing the strengths of young children at risk: Examining use of the Preschool Behavioral and Emotional Rating Scale with a Head Start population
Griffith, Annette K., September, 2010
Journal of Early Intervention, 32(4), 274-285

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed (author abstract)

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Behavioral Consultation project: Final evaluation report
First 5 Sonoma County (Organization), June, 2004
Santa Rosa, CA: First 5 Sonoma County. (No longer accessible as of April 15, 2013).

An assessment of the Child Care Behavioral Consultation project, designed to address professional needs of providers caring for children with challenging behaviors and improve the quality of care through on-site short-term consultation, cross-disciplinary training and ongoing group case review with early childhood specialists and mental health clinicians

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Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness
Obradovic, Jelena, January/February 2010
Child Development, 81(1), 270-289

An examination of the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in 338 children age 5 to 6 years, in a longitudinal study of social status, biological responses to adversity, and child mental and physical health in three waves from California 29 kindergarten classrooms

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Caregiver involvement in infant peer interactions: Scaffolding in a social context
Williams, Shannon, Q2 2010
Early Childhood Research Quarterly, 25(2), 251-266

An examination of child care provider guidance of young children and their early social experiences with peers during infancy from videotapes of 36 infants in three center-based infant child care programs in a medium-sized city in Northern California, that were part of a larger study infant development within the contexts of child care and home environments

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Child care and child development: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 1994
In Developmental follow-up: Concepts, domains and methods. (pp. 377-396). San Diego, CA: Academic Press, Inc.

A description of the theoretical framework for the National Institute of Child Health and Development (NICHD) Study of Early Child Care, assessing relationships among family life, child care processes and child behavioral development

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Child care and children's peer interaction at 24 and 36 months: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2001
Child Development, 72(5), 1478-1500

A study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child-care and family predictors of preschool attachment and stability from infancy
NICHD Early Child Care Research Network, 2001
Developmental Psychology, 37(6), 847-862

An analysis of the relationship between family factors and infant and toddler child care experiences and preschool attachment, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child care and mother-child interaction in the first 3 years of life
NICHD Early Child Care Research Network, 1999
Developmental Psychology, 35(6), 1399-1413

An analysis of the effects of child care on maternal sensitivity and child engagement during the first three years of life based on data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child outcomes when child care center classes meet recommended standards for quality [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 358-363). New York: Guilford Press

An abridged reprint of a study of how children's cognition, language and social competence are affected by child care meeting professional quality standards, based on data from the National Institute of Child Health and Human Development Study of Early Child Care

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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Barbarin, Oscar, 2006
American Journal of Orthopsychiatry, 76(2), 265-276

An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence

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Comparisons of the expectations of parents and teachers for the behavior of preschool children
Winetsky, Carol S., 1978
Child Development, 49(4), 1146-1154

A study of the differences between the behavioral expectations of parents and teachers involved in multiple-system child rearing based on role, social class and ethnicity

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The Cost, Quality and Child Outcomes in Child Care Centers Study
Peisner-Feinberg, Ellen S.,
Denver, CO: Center for Research on Economic and Social Policy

A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes

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A day in third grade: A large scale study of classroom quality and teacher and student behavior
NICHD Early Child Care Research Network, 2005
Elementary School Journal, 105(3), 305-323

A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)

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Do children's attention processes mediate the link between family predictors and school readiness
NICHD Early Child Care Research Network, 2003
Developmental Psychology, 39(3), 581-593

A study of the mediating role of child's attention processes in the relation between family environment and school readiness

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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
NICHD Early Child Care Research Network, 2003
Child Development, 74(4), 976-1005

A study of the links between children's socioemotional development and both the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type, and other characteristics of child care

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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 297-317). New York: Guilford Press

An abridged reprint of a study of how children's socioemotional development is affected by the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type and other characteristics of child care, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk
Watamura, Sarah, January/February 2011
Child Development, 82(1), 48-65

A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children

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Early care experiences: Their relation to social skills and behavior in kindergarten
Smith, Amanda Potoczak, August 2009
Unpublished doctoral dissertation, California State University, Long Beach

An investigation of the relationship between the number of years children receive parental care and their social skills in kindergarten, and an examination of the mediating variables of gender and socioeconomic status, based on data collected from 43 children at a kindergarten in Murrieta, California

Reports & Papers


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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2005
American Educational Research Journal, 42(3), 537-570

A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning

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Early child care and children's peer interaction at 24 and 36 months [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 281-296). New York: Guilford Press

An abridged reprint of a study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers


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Early child care and mother-child interaction from 36 months through first grade
NICHD Early Child Care Research Network, 2003
Infant Behavior & Development, 26(3), 345-370

A study of the relationship between early child care experiences in a child's first 3 years of life and mother-child interaction through the child's transition to school

Reports & Papers


Early child care and self-control, compliance, and problem behavior at 24 and 36 months [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 263-280). New York: Guilford Press

A comparison of early child care experiences and family factors, such as income-to-need ratio and mother’s psychological adjustment, as predictors of 2- and 3-year-olds’ self-control, compliance, and problem behavior outcomes

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Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months
NICHD Early Child Care Research Network, 1998
Child Development, 69(4), 1145-1170

A study into factors of family and child care experiences as predictors of self-control, compliance and problem behavior in children

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Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence
Eisenhower, Abbey S., August 2007
Journal of School Psychology, 45(4), 363-383

An examination of the quality of student teacher relationships (STR) among 6 year-old children with and without intellectual disability, considering child characteristics as predicators of STR and using data from the children at age 3

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Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion
Brown, William H., 1999
The Journal of Special Education, 33(3), 138-153

An observational study of preschoolers' experiences in inclusive classrooms, examining social interactions between children with special needs and children without special needs, and comparing activities and social and nonsocial behaviors of children with special needs with those of typically developing children

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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