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Direct linkCash, Anne Henry; Ansari, Arya; Grimm, Kevin J.; Pianta, Robert C. – Early Education and Development, 2019
The current study focuses on the cumulative effect on children's early learning outcomes of the quality of teacher-child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently…
Descriptors: Teacher Student Relationship, Interaction, Preschool Education, Kindergarten
Download full textAnsari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – American Educational Research Journal, 2019
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered…
Descriptors: Educational Benefits, Executive Function, Early Childhood Education, Low Income
Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Grantee Submission, 2018
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered pre-K…
Descriptors: Educational Benefits, Executive Function, Early Childhood Education, Low Income
Downer, Jason T.; Goble, Priscilla; Myers, Sonya S.; Pianta, Robert C. – Grantee Submission, 2016
Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning of pre-k when rated by a same-race teacher than by a different-race teacher, and (2) children would…
Descriptors: Racial Differences, Ethnicity, Preschool Education, Hypothesis Testing
Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee – Child Development, 2008
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of…
Descriptors: Preschool Children, Preschool Education, Skill Development, Language Skills
LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C. – Early Childhood Research Quarterly, 2008
This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…
Descriptors: School Readiness, Kindergarten, Interpersonal Competence, Transitional Programs
Downer, Jason T.; Pianta, Robert C. – School Psychology Review, 2006
Family and child care experiences from birth to 54 months, achievement and social competence at entry to school, maternal sensitivity at first grade, and qualities of first-grade classrooms were used to predict academic and cognitive functioning at first grade for 832 children enrolled in the National Institute of Child Health and Human…
Descriptors: Family Income, Reading Achievement, Grade 1, Early Experience
