Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 31 results
Jones Damon, Bierman Karen L., Crowley D. Max, Welsh Janet A., Gest Julia, December, 2019
Reports & Papers
Peer Reviewed
Early childhood education (ECE) interventions hold great promise for not only improving lives but also for potentially producing an economic return on investment linked to key outcomes from program effectiveness. Assessment of economic impact relies…
Hunter Leah J., Bierman Karen L., Hall Cristin M., November/December 2018
Reports & Papers
Peer Reviewed
Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls).…
Bierman Karen L., Morris Pamela A., Abenavoli Rachel, January, 2017
Fact Sheets & Briefs
This research brief describes current approaches and highlights findings from recent studies with preschool children (ages 3-5) that document both the promise and challenge of effectively engaging families and children at risk for poor school…
Bierman Karen L., Morris Pamela A., Abenavoli Rachel, January, 2017
Executive Summary
Many effective parent support programs focus on the earliest years of life (ages 0-3). To address children's school readiness needs, however, parent engagement efforts need to intensify during the preschool years. The following approaches, based on…
Loughlin-Presnal John E., Bierman Karen L., June, 2017
Reports & Papers
Peer Reviewed
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children…
Bierman Karen L., Heinrichs Brenda S., Welsh Janet A., Nix Robert L., Gest Scott D., February, 2017
Reports & Papers
Peer Reviewed
Background: Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children…
Bierman Karen L., Greenberg Mark T., Abenavoli Rachel, May, 2017
Fact Sheets & Briefs
This brief summarizes what is known about effective preschool social-emotional learning (SEL) programs and practices based on high-quality, rigorous research studies that utilized randomized controlled designs. These studies demonstrate that…
Bierman Karen L., Greenberg Mark T., Abenavoli Rachel, May, 2017
Executive Summary
This brief summarizes what is known about effective preschool social-emotional learning (SEL) programs and practices based on high-quality, rigorous research studies that utilized randomized controlled designs. These studies demonstrate that…
Lee Phyllis, Bierman Karen L., September, 2016
Reports & Papers
Peer Reviewed
Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress…
Nix Robert L., Bierman Karen L., Heinrichs Brenda S., Gest Scott D., Welsh Janet A., Domitrovich Celene E., April, 2016
Reports & Papers
Peer Reviewed
Objective: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning…
Sasser Tyler R., Beekman III Charles R., Bierman Karen L., August, 2015
Reports & Papers
Peer Reviewed
A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; [mean]age = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of…
Mathis Erin T. B., Bierman Karen L., Q4 2015
Reports & Papers
Peer Reviewed
Two-hundred preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; [mean] age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote…
Sasser Tyler R., Bierman Karen L., Heinrichs Brenda S., Q1 2015
Reports & Papers
Peer Reviewed
This longitudinal study tested the roles of pre-kindergarten executive function (EF) and learning-related behaviors as predictors of the level and rate of growth in children's academic performance and social adjustment from kindergarten through…
Lee Phyllis, Bierman Karen L., July, 2015
Reports & Papers
Peer Reviewed
For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified…
Torres Marcela, Domitrovich Celene E., Bierman Karen L., July/August 2015
Reports & Papers
Peer Reviewed
Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14%…