Research suggests that emotional support improves children's academic and social development. Children in classrooms characterized by emotionally supportive teachers and environments are less likely to exhibit problem behaviors, negative affect, and aggression. Research also suggests the organizational climate of early childhood programs affects overall program quality. A recent study by Katherine Zinsser and Timothy Curby examined early childhood centers to determine if various center characteristics could predict teachers' emotional support of children in their classrooms. The researchers used the Head Start Family and Child Experiences Survey (FACES) 2009 dataset to analyze 370 classrooms from 120 centers. The directors were interviewed about program characteristics, management practices, and their personal experiences and satisfaction in the workplace. They also reported about their job satisfaction by answering a questionnaire. Table 1 summarizes characteristics of directors and teachers in the FACES study. The Classroom Assessment Scoring System (CLASS) was used to examine four dimensions of emotional support among teachers and children: Positive climate, negative climate, teacher sensitivity, and regard for student perspectives. (author abstract)