Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 7 |
| Since 2006 (last 20 years) | 12 |
Descriptor
Source
| Early Education and… | 12 |
Author
Publication Type
| Journal Articles | 12 |
| Reports - Research | 12 |
| Tests/Questionnaires | 1 |
Education Level
| Preschool Education | 8 |
| Early Childhood Education | 6 |
| Kindergarten | 2 |
Audience
Location
| New York | 2 |
| California | 1 |
| Georgia | 1 |
| Illinois | 1 |
| Kentucky | 1 |
| Massachusetts | 1 |
| Nebraska | 1 |
| New Jersey | 1 |
| New York (New York) | 1 |
| Ohio | 1 |
| Oklahoma | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 3 |
| Woodcock Johnson Tests of… | 2 |
| Expressive One Word Picture… | 1 |
| Oral and Written Language… | 1 |
| Student Teacher Relationship… | 1 |
| Woodcock Johnson Psycho… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkRyoo, Ji Hoon; Molfese, Victoria J.; Brown, E. Todd – Early Education and Development, 2018
This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical…
Descriptors: Preschool Teachers, Teacher Characteristics, Mathematics Education, Mathematics Tests
Gropen, Jess; Kook, Janna F.; Hoisington, Cindy; Clark-Chiarelli, Nancy – Early Education and Development, 2017
Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…
Descriptors: Scientific Literacy, Pedagogical Content Knowledge, Faculty Development, Science Instruction
Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M. – Early Education and Development, 2018
Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…
Descriptors: Low Income Groups, Preschool Education, Preschool Children, Private Schools
Miranda, Nekane; Larrea, Inaki; Muela, Alexander; Barandiaran, Alexander – Early Education and Development, 2017
Research Findings: The primary purpose of the present study was to examine the relationship between social play and involvement in the outdoor preschool environment. The study included 173 children ranging in age from 3 to 6 years (M[subscript age] = 3.95, SD = 0.82) and attending 19 preschools in the Basque Country (Spain). A total of 51 teachers…
Descriptors: Foreign Countries, Preschool Children, Play, Social Behavior
Ruprecht, Karen; Elicker, James; Choi, Ji Young – Early Education and Development, 2016
Research Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with…
Descriptors: Caregiver Child Relationship, Behavior Problems, Infants, Toddlers
Neuenschwander, Regula; Friedman-Krauss, Allison; Raver, Cybele; Blair, Clancy – Early Education and Development, 2017
Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and…
Descriptors: Teacher Student Relationship, Prediction, Stress Variables, Executive Function
Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. – Early Education and Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…
Descriptors: Teacher Student Relationship, Achievement Gains, Academic Achievement, Interpersonal Competence
Gosse, Carolyn S.; McGinty, Anita S.; Mashburn, Andrew J.; Hoffman, LaVae M.; Pianta, Robert C. – Early Education and Development, 2014
The present study examined the extent to which preschool classroom supports--relational support (RS) and instructional support (IS)--are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an…
Descriptors: Expressive Language, Narration, Task Analysis, Preschool Children
Choi, Ji Young; Castle, Sherri; Williamson, Amy C.; Young, Emisha; Worley, Lauren; Long, Melissa; Horm, Diane M. – Early Education and Development, 2016
Research Findings: The purpose of this study was to examine the potential contribution of teacher-child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher-child…
Descriptors: Teacher Student Relationship, Preschool Children, Preschool Teachers, Early Intervention
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia – Early Education and Development, 2013
A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary…
Descriptors: Preschool Children, Federal Programs, Early Childhood Education, Disadvantaged Youth
Sandilos, Lia E.; Cycyk, Lauren M.; Scheffner Hammer, Carol; Sawyer, Brook E.; López, Lisa; Blair, Clancy – Early Education and Development, 2015
Research Findings: This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and…
Descriptors: Educational Quality, Preschool Education, Preschool Teachers, Depression (Psychology)
