Journal ArticleChild development · July 2024
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; ...
Full textCite
Journal ArticleEarly Education and Development · January 1, 2023
This study utilized data from the Family Life Project (FLP) to examine Head Start children’s school readiness skills at the end of preschool in comparison to two other care groups: home-based care and other center-based care. The FLP study enrolled a birth ...
Full textCite
Journal ArticleDevelopmental psychology · June 2022
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously e ...
Full textCite
Journal ArticleChild development · July 2021
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6-11 years old). Drawing on data from a longitudinal study of children in predomi ...
Full textOpen AccessCite
Journal ArticleJournal of applied developmental psychology · July 2021
The positive effects of pre-kindergarten (pre-K) programming may be enhanced in later grades for children who subsequently experience high-quality educational environments in elementary school. The current study tested this hypothesis in relation to the ef ...
Full textOpen AccessCite
Journal ArticleChild development · November 2020
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separa ...
Full textOpen AccessCite
Journal ArticleJournal of applied developmental psychology · July 2020
A major developmental task for young children in the United States involves the acquisition of knowledge about the letters in the English alphabet. In the current study, we examined the growth trajectories of children's letter name knowledge (LNK) during p ...
Full textOpen AccessCite
Journal ArticleDevelopmental psychology · July 2019
Previous studies suggest that the roots of school dropout (a) can be established early in life, (b) are likely to involve multilevel factors (home, child, classroom) operating prior to and during the elementary school years, and (c) can be identified by 3r ...
Full textCite
Journal ArticleEarly Childhood Research Quarterly · April 1, 2019
Early literacy skills play an important role in children's success in school. Especially important to better literacy skills may be the quality of the classroom environment (emotional support, classroom organization, and instructional support) across the e ...
Full textCite
Journal ArticleEarly Childhood Research Quarterly · April 1, 2019
Prior research indicates that preschool classroom quality is positively associated with children's emergent academic skills at the end of the preschool period, but these associations appear to diminish during kindergarten (K). To consider the accumulation ...
Full textOpen AccessCite
Journal ArticleEarly Childhood Research Quarterly · October 1, 2018
The gap in school readiness skills between children growing up in poverty and other children has become a major policy issue as increasing proportions of families are living in poverty, especially in low-wealth rural communities. The purpose of this paper ...
Full textCite
