Child Care and Early Education Research Connections
Skip to main content
Dimensional Change Card Sort
Resource Type:
Instruments
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
The development of cognitive skills and gains in academic school readiness for children from low-income families
Effects of a punitive environment on children's executive functioning: A natural experiment
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills
The nonlinear relations of the approximate number system and mathematical language to early mathematics development
Self-regulation across different contexts: Findings in young Albanian children
Effects of a responsiveness-focused intervention in family child care homes on children's executive function
Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school
Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
Impacts of the Boston prekindergarten program on the school readiness of young children with special needs
Cognition and classroom quality as predictors of math achievement in the kindergarten year
Body mass index mediates the effects of low income on preschool children's executive control, with implications for behavior and academics
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts
Early childhood education and development in poor villages of Indonesia: Strong foundations, later success
Cognitive control predicts academic achievement in kindergarten children
Early childhood education and development in poor villages of Indonesia: Strong foundations, later success: Conference edition
Primary early care and education arrangements and achievement at kindergarten entry
Experimental evaluation of the Tools of the Mind pre-k curriculum: Report from full implementation year, 2010-11
Income and the development of effortful control as predictors of teacher reports of preschool adjustment
Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways
Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum
Experimental impacts of a preschool intervention in Chile on children's language outcomes: Moderation by student absenteeism
Teacher-child interactions in Chile and their associations with prekindergarten outcomes
Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors
Using block play to enhance preschool children's mathematics and executive functioning: A randomized controlled trial
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention
Does higher peer socio-economic status predict children's language and executive function skills gains in prekindergarten?
Prekindergarten children's executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings
Kindergartners' skills at school entry: An analysis of the ECLS-K
Experimental evaluation of the Tools of the Mind pre-k curriculum: Trainer report: Full implementation year, 2010-11
Longitudinal associations between executive functioning and academic skills across content areas
Achievement and self-regulation in pre-kindergarten classrooms: Effects of the Tools of the Mind curriculum
Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders task
Preschool classroom processes as predictors of children's cognitive self-regulation skills development
How preschool executive functioning predicts several aspects of math achievement in grades 1 and 3: A longitudinal study
The impact of early childhood education on early achievement gaps: Evidence from the Indonesia Early Childhood Education and Development (ECED) project
Year 4 report: Seattle Preschool Program evaluation
Examining three hypotheses for pre-kindergarten fade-out
Executive function skills and classroom behaviors of U.S. prekindergartners with special needs
Numeracy skills mediate the relation between executive function and mathematics achievement in early childhood
Concurrent predictors of science core knowledge in preschool
The little kids down the hall: Associations between school climate, pre-K classroom quality, and pre-K children’s gains in receptive vocabulary and executive function
Profiles of dysregulation moderate the impact of preschoolteacher–student relationships on elementary school functioning
Evaluation of early childhood programs & child development in Indiana: Second report
The developmental status of young children in Indiana
A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes
Examining child, family, classroom, and school factors associated with Latinx children’s early science achievement
Factor structure of school readiness skills: Conceptual vs. statistical distinctions
The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects
The Head-Toes-Knees-Shoulders Revised: Links to academic outcomes and measures of EF in young children
Strategies, recommendations, and validation of remote executive function tasks for use with young children
Ready? Set. Go! A school readiness programme designed to boost executive function skills in preschoolers experiencing homelessness and high mobility
Preschoolers’ executive functions following indoor and outdoor free play
Sources of individual differences in early elementary school science achievement among multilingual and English monolingual children in the U.S.
An observational approach for exploring variability in young children's regulation‐related skills within classroom contexts
Measuring children's behavioral regulation in the preschool classroom: An objective, sensor‐based approach
Preschool intervention can promote sustained growth in the executive-function skills of children exhibiting early deficits
Classrooms with high rates of absenteeism and individual success: Exploring students’ achievement, executive function, and socio-behavioral outcomes
What you say, and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation
NIH Toolbox Cognition Battery / NIH Toolbox Early Childhood Cognition Battery
Non-symbolic approximate arithmetic training improves math performance in preschoolers
Foundations of Science Literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers' pedagogical content knowledge, and children's observations and predictions
School readiness amongst urban Canadian families: Risk profiles and family mediation
Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures
Year 2 report: Seattle pre-K program evaluation
Year 1 report: Seattle pre-K program evaluation
Experimental evaluation of the Tools of the Mind pre-K curriculum: Technical report
VPI+ comprehensive evaluation annual report: Year 1 (2015-2016)
Fall 2015: Summative assessment report: VDOE
Spring 2016: Summative assessment report: VDOE
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Year 3 report: Seattle pre-K program evaluation
The relationship between word learning and executive function in preschoolers with and without developmental language disorder
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery
Foundations of mathematics and literacy: The role of executive functioning components
Effects of prekindergarten curricula: Tools of the Mind as a case study
Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery
-
You May Also Like
These resources share similarities with the current selection.
Administering measures from the PRI Learning-Related Cognitive Self-Regulation Study : (Peg Tap, Head Toes Knees Shoulders, Dimensional Change Card Sort, Kansas-Reflection Impulsivity Scale for Preschoolers, Digit Span, Copy Design) Other
Teacher-Parent Connection Sort Instruments
Attachment Q Sort Instruments
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT