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Children's classroom engagement and school readiness gains in prekindergarten
Chien, Nina C., September/October 2010
Child Development, 81(5), 1534-1549

A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)

Reports & Papers

Comparing universal and targeted prekindergarten programs
Dotterer, Aryn M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes

A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms

Reports & Papers

Diversity, child care quality, and developmental outcomes
Burchinal, Margaret, 2003
Early Childhood Research Quarterly, 18(4), 401-426

A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care

Reports & Papers

Do regulable features of child-care homes affect children's development?
Clarke-Stewart, K. Alison, 2002
Early Childhood Research Quarterly, 17(1), 52-86

An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers

Family income and its relation to preschool children's adjustment for families in the NICHD study of early child care
Mistry, Rashmita S., 2004
Developmental Psychology, 40(5), 727-745

A longitudinal study examining the relation between family income and family processes to child outcomes, investigating whether income has a greater impact for children from low income families

Reports & Papers

Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Burchinal, Margaret, Q2 2012
Early Childhood Research Quarterly, 27(2), 188-197

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

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics
LoCasale-Crouch, Jennifer, Q1 2007
Early Childhood Research Quarterly, 22(1), 3-17

An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students

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
Early, Diane Marie, 2005
Chapel Hill, NC: National Center for Early Development & Learning.

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

Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs

Reports & Papers

Timing of high-quality child care and cognitive, language, and preacademic development
Li, Weilin, 2012
Developmental Psychology, , 1-12

A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers

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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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			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)	Reports & Papers
			Comparing universal and targeted prekindergarten programs Dotterer, Aryn M., 2009 In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms	Reports & Papers
			Diversity, child care quality, and developmental outcomes Burchinal, Margaret, 2003 Early Childhood Research Quarterly, 18(4), 401-426 A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Family income and its relation to preschool children's adjustment for families in the NICHD study of early child care Mistry, Rashmita S., 2004 Developmental Psychology, 40(5), 727-745 A longitudinal study examining the relation between family income and family processes to child outcomes, investigating whether income has a greater impact for children from low income families	Reports & Papers
			Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners Burchinal, Margaret, Q2 2012 Early Childhood Research Quarterly, 27(2), 188-197 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
			Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics LoCasale-Crouch, Jennifer, Q1 2007 Early Childhood Research Quarterly, 22(1), 3-17 An examination of early childhood education classrooms to determine variations in classroom quality as well as differences in program characteristics in terms of teacher characteristics as well as differences in child/adult ratios, program length, and number of enrolled students	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 Early, Diane Marie, 2005 Chapel Hill, NC: National Center for Early Development & Learning. 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
			Spanish-speaking children's social and language development in pre-kindergarten classrooms Chang, Florence, 2007 Early Education and Development, 18(2), 243-269 A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs	Reports & Papers
			Timing of high-quality child care and cognitive, language, and preacademic development Li, Weilin, 2012 Developmental Psychology, , 1-12 A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers