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 178 results
Pianta Robert C., Purtell Kelly M., McCormick Meghan P., Knoche Lisa, Burchinal Margaret, Ludvik Dana, Peisner-Feinberg Ellen S., Spring 2021
Fact Sheets & Briefs

The experiences and learning opportunities children are exposed to in pre-K give them a boost as they enter school. However, the positive effects of pre-K attendance on children’s academic and cognitive skills become smaller and sometimes…

Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., Q1 2021
Reports & Papers
Peer Reviewed
The present study examined differences in school readiness skills in the fall of kindergarten between preK attendees and non-attenders (n = 2581) among children in a large, diverse county. Also considered was the extent to which skills associated…
Vitiello Virginia E., Basuel Nica Kyra N., White Emily S., Whittaker Jessica E. Vick, Ruzek Erik A., Pianta Robert C., Winter 2020
Reports & Papers
Peer Reviewed
The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children’s transition from public pre-K into kindergarten within a large, diverse school district. A wide…
Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., November, 2020
Reports & Papers
Peer Reviewed
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the…
Nguyen Tutrang, Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., November, 2020
Reports & Papers
Peer Reviewed
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social-behavioral, and executive function outcomes of 1,498…
Vitiello Virginia E., Pianta Robert C., Whittaker Jessica E. Vick, Ruzek Erik A., Q3 2020
Reports & Papers
Peer Reviewed

Areas of misalignment between children's experiences in preschool and kindergarten are increasingly viewed as contributing to the fade-out of preschool effects. The current study examined alignment and misalignment of classroom experiences across…

Pianta Robert C., Hamre Bridget K., Nguyen Tutrang, Q2 2020
Other
Peer Reviewed
For decades, research on the quality of early care and education has helped identify features of those settings that play some role in promoting children's learning and development. We offer this brief commentary as a framework for considering not…
Ruzek Erik A., Jirout Jamie, Schenke Katerina, Vitiello Virginia E., Whittaker Jessica E. Vick, Pianta Robert C., Q1 2020
Reports & Papers
Peer Reviewed
As research continues to show the benefits of high-quality early childhood education, it is important to ensure that measures are available to assess the full impacts of these programs for student outcomes. Many achievement measures and…
Ansari Arya, Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., 2020
Reports & Papers
Peer Reviewed
The present investigation examined the links between preschool teachers’ self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although…
Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ruzek Erik A., Ansari Arya, Hofkens Tara, DeCoster Jamie, January/February 2020
Reports & Papers
Peer Reviewed

The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In…

Ansari Arya, Pianta Robert C., October, 2018
Reports & Papers
Peer Reviewed
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months…
Pianta Robert C., Whittaker Jessica E. Vick, Vitiello Virginia E., Ansari Arya, Ruzek Erik A., August/September 2018
Reports & Papers
Peer Reviewed
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure…
Ansari Arya, Pianta Robert C., Q3 2018
Reports & Papers
Peer Reviewed
Heterogeneity in treatment effects of MyTeachingPartner (MTP), a professional development coaching intervention focused on improving teacher-student interactions, was examined for 1407 4-year-old preschoolers who were enrolled in classrooms that…
Ansari Arya, Pianta Robert C., February, 2018
Reports & Papers
Peer Reviewed
Long-term evaluations of preschool programs have yielded mixed findings regarding the persistence of preschool effects. Data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070) were used to estimate the extent to…
Sandilos Lia E., Goble Priscilla, Rimm-Kaufman Sara E., Pianta Robert C., Q1 2018
Reports & Papers
Peer Reviewed
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in…