COVID-19 and child care: Attendance and communication with families: Results from a 2020 study of the Peacetime Emergency Child Care Grant Program Read more about COVID-19 and child care: Attendance and communication with families: Results from a 2020 study of the Peacetime Emergency Child Care Grant Program
Young multilingual children in Maryland: Exploring parent perceptions of children’s language development, family engagement practices, and decision-making about early care and education: Executive summary Read more about Young multilingual children in Maryland: Exploring parent perceptions of children’s language development, family engagement practices, and decision-making about early care and education: Executive summary
Inclusive and Family-Centered Infant-Toddler Care (iFAM-iTcare) research project: Examining perceptions of early intervention services in infant-toddler care settings across diverse urban neighborhoods Read more about Inclusive and Family-Centered Infant-Toddler Care (iFAM-iTcare) research project: Examining perceptions of early intervention services in infant-toddler care settings across diverse urban neighborhoods
Exploring teacher-family partnerships: Avenues for increasing the quality of care in infant and toddler classrooms Read more about Exploring teacher-family partnerships: Avenues for increasing the quality of care in infant and toddler classrooms
At a glance: Region XI Head Start during the COVID-19 pandemic: Communicating with families Read more about At a glance: Region XI Head Start during the COVID-19 pandemic: Communicating with families
Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis Read more about Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
Early childhood Family Engagement Assessment report 2020 Read more about Early childhood Family Engagement Assessment report 2020
Family engagement and Latine children’s early narrative skills Read more about Family engagement and Latine children’s early narrative skills
Assessing quality in family and provider/teacher relationships: Using the Family and Provider/Teacher Relationship Quality (FPTRQ) measures in conjunction with Strengthening Families (TM) and the Head Start Parent, Family and Community engagement frameworks and self-assessment tools: A research-to-practice brief Read more about Assessing quality in family and provider/teacher relationships: Using the Family and Provider/Teacher Relationship Quality (FPTRQ) measures in conjunction with Strengthening Families (TM) and the Head Start Parent, Family and Community engagement frameworks and self-assessment tools: A research-to-practice brief
How teachers' perceptions of the parent–teacher relationship affect children’s risk for early childhood expulsion Read more about How teachers' perceptions of the parent–teacher relationship affect children’s risk for early childhood expulsion
