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Object Exploration Is Facilitated by the Physical and Social Environment in Center-Based Child Care
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Ine H. van Liempd; Ora Oudgenoeg-Paz; Paul P. M. Leseman – Child Development, 2025
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables,…
Descriptors: Foreign Countries, Toddlers, Preschool Children, Object Manipulation
Emotional Quality of Early Education Programs Improves Language Learning: A Within-Child across Context Design
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Rankin, Peter Sheldon; Staton, Sally; Potia, Azhar Hussain; Houen, Sandy; Thorpe, Karen – Child Development, 2022
Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48%…
Descriptors: Educational Quality, Early Childhood Education, Language Acquisition, Foreign Countries
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade.
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Peisner-Feinberg, Ellen S.; Burchinal, Margaret R.; Clifford, Richard M.; Culkin, Mary L.; Howes, Carollee; Kagan, Sharon Lynn; Yazejian, Noreen – Child Development, 2001
Examined cognitive and socioemotional development of 733 children from age 4 until age 8 as a function of quality of their preschool experiences. Found evidence that care quality has a modest long-term effect on cognitive and socioemotional development at least through kindergarten. Classroom practices related to language and academic skills. The…
Descriptors: Caregiver Child Relationship, Classroom Environment, Cognitive Development, Day Care
Contextual Effects of Prekindergarten Classrooms for Disadvantaged Children on Cognitive Development: The Case of Chapter 1.
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Lee, Valerie E.; Loeb, Susanna; Lubeck, Sally – Child Development, 1998
Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…
Descriptors: Classroom Environment, Cognitive Development, Compensatory Education, Context Effect