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Cristina Honrubia Montesinos; Pedro Gil Madrona; Luisa Losada Puente; Ali Brian; Linda Saraiva – Early Education and Development, 2024
"Research Findings:" The influence of early childhood teachers' professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers' professional development in physical education (PE) contributes to predicting children's fundamental…
Descriptors: Early Childhood Teachers, Faculty Development, Physical Education, Psychomotor Skills
Cortázar, Alejandra; Molina, María de los Ángeles; Sélman, Javiera; Manosalva, Alejandra – Early Education and Development, 2020
Research Finding: The present study estimates the long-term effects of Chile's national public Early Childhood Care and Education program (ECCE) on children academic achievement, grade retention and school dropouts, to better understand if ECCE is helping reduce the socioeconomic achievement gap. The present study uses a quasi-experimental design…
Descriptors: Early Childhood Education, Outcomes of Education, Academic Achievement, Grade Repetition
Bustamante, Andres S.; Hindman, Annemarie H. – Early Education and Development, 2019
This study used the FACES 2009 dataset to examine the possibility of an indirect effect of classroom quality on academic school readiness through teacher-rated approaches to learning in a large nationally representative sample of children served by Head Start. Research Findings: Classroom quality did not directly predict gains in academic school…
Descriptors: School Readiness, Early Intervention, At Risk Students, Educational Quality
Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement
Lewis, Emily A.; Weixler, Lindsay Bell – Early Education and Development, 2019
Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students' entering skills and classroom time spent on basic math, higher-order math…
Descriptors: Psychomotor Skills, Mathematics Instruction, Mathematics Achievement, Kindergarten
Jones, Stephanie M.; Bub, Kristen L.; Raver, C. Cybele – Early Education and Development, 2013
Research Findings: This study examines the theory of change of the Chicago School Readiness Project (CSRP), testing a sequence of theory-derived mediating mechanisms that include the quality of teacher-child relationships and children's self-regulation. The CSRP is a multicomponent teacher and classroom-focused intervention, and its…
Descriptors: Teacher Student Relationship, School Readiness, Self Control, Intervention
Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Jones, Damon; DeRousie, Rebecca Sanford – Early Education and Development, 2009
Research Findings: This study examined factors associated with process and content outcomes of the training provided in the context of Head Start REDI (Research based Developmentally Informed), a preschool curriculum designed to enhance the quality of interactions (social-emotional and language-literacy) between teachers and children. REDI…
Descriptors: Preschool Curriculum, Program Effectiveness, Professional Development, Performance Factors
Schultz, David; Ambike, Archana; Stapleton, Laura M.; Domitrovich, Celene E.; Schaeffer, Cindy M.; Bartels, Barbara – Early Education and Development, 2010
Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a…
Descriptors: Disadvantaged Youth, Questionnaires, Program Implementation, Program Effectiveness
Downer, Jason T.; Locasale-Crouch, Jennifer; Hamre, Bridget; Pianta, Robert – Early Education and Development, 2009
Research Findings: This article is a natural follow-up to intent-to-treat findings indicating that the MyTeachingPartner Consultancy, inclusive of online video resources and Web-mediated consultation, improved the quality of pre-K teachers' interactions with children. This study takes a close look at implementation fidelity within the effective…
Descriptors: Intervention, Teacher Characteristics, Professional Development, Consultation Programs
Antle, Becky F.; Frey, Andy; Barbee, Anita; Frey, Shannon; Grisham-Brown, Jennifer; Cox, Megan – Early Education and Development, 2008
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child…
Descriptors: Teacher Salaries, Infants, Child Care Centers, Educational Quality
Roggman, Lori A.; Cook, Gina A.; Peterson, Carla A.; Raikes, Helen H. – Early Education and Development, 2008
Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, "dropping out" was predicted by specific variations in home visits and certain family…
Descriptors: Mothers, Dropout Rate, Dropouts, Family Characteristics

Harbin, Gloria L.; And Others – Early Education and Development, 1991
Examines the degree to which states' political climates, resources, policies, and interagency services predict progress in the implementation of Part H of Public Law 99-457, the Individuals with Disabilities Education Act (IDEA). (Author/BB)
Descriptors: Disabilities, Early Childhood Education, Early Intervention, Federal Legislation

Reynolds, Arthur J. – Early Education and Development, 1992
Investigated factors that played a role in mediating the effects of the government-funded Child-Parent Center preschool program in Chicago. Results indicated that preschool influenced later achievement and retention indirectly rather than directly. A social context view of the transmission of preschool effects was supported. (LB)
Descriptors: Academic Achievement, Black Students, Compensatory Education, Developmental Continuity