The aim of the study was to determine the technology usage characteristics of children between the ages of 4-6 and to determine whether these characteristics differ according to parental attention. This research is a relational screening model. The study group of the research consists of 117 children and their parents aged 4-6 years who attend…

Research Findings: Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child's early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children's ECEC experiences using a latent class analysis. Once…

Research findings: Using a sample of 568 students from 61 kindergarten classrooms whose primary caregivers completed a questionnaire describing their child's early childhood education and care (ECEC) by year from birth to pre-kindergarten, we identified seven pathways characterizing children's ECEC experiences using a latent class analysis. Once…

Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between (N = 78) children's social-emotional (SE) and cognitive (COG) readiness with…

In this paper, we examine the impact of U.S. child-care subsidies on the cognitive and behavioral development of children in low-income female-headed families. We identify the effect of subsidy receipt by exploiting geographic variation in the distance that families must travel from home to reach the nearest social service agency that administers…

Although the strong link between maternal education and children's outcomes is one of the most well-established findings in developmental psychology (Reardon, 2011; Sirin, 2005), less is known about how young, low-income children are influenced by their mothers completing additional education. In this research, longitudinal data from the Head…

Successful transition practices are essential in moving students forward into new facets of learning and life. Noteworthy is the transition into kindergarten, as students experience a new environment, with new academic, social, and behavioral expectations. Research has reviewed teacher and student perceptions on this topic, but has traditionally…

Are students who attend full-day kindergarten better prepared for future academic success than their peers who attend half-day kindergarten programs? Much of the current research on full-day kindergarten programs suggests they are. Researchers cite gains such as increased academic achievement, lower grade retention rates, improved attendance, and…

The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: (1) What does the national research say about the effectiveness of full day kindergarten; (2) What does the Indiana data say about full day kindergarten; and (3)…