The National Institute for Early Education Research (NIEER) conducted a landscape evaluation of early childhood programs in Indiana (IN) between the spring of 2021 and the summer of 2022. The evaluation included assessments of infant, toddler, and preschooler children's developmental status in multiple domains at two time points to measure growth.…

Children's Approaches to Learning (AtL) represents how children seek learning opportunities in their classrooms. It can include children's persistence, attention, and initiative. It has often been studied using a composite of a teacher-rated scale. However, person-centered approaches may account for heterogeneity in children's learning approaches,…

Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…

Working memory is an often studied and important psychological construct. The growth of working memory capacity (WMC) in childhood is described as linear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large…

This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with…

Evaluation is crucial in the treatment of autistic children. The Psychoeducational Profile--Third Edition (PEP-3) is a standardized scale used to evaluate the development of children with autism spectrum disorder (ASD). However, as a traditional scale, the PEP-3 relies highly on the experience of the evaluator, and the evaluation process is…

This is the technical report for Wave 7 of the Study of Early Education and Development (SEED), a major longitudinal study following nearly 6,000 children from across England from age 2. Wave 7 included a face-to-face survey of families and children in 2022-2023, when children were in year 6 at school and aged 10-11 years old. For SEED wave 7, the…

The extent to which Theory of Mind (ToM) performance is influenced by cultural and gender differences remains a subject of debate. A sample of 324 Dutch and 511 Italian children (52% boys; 2.8-11.7 years; 50% boys; 2.6-10.3 years; respectively) was administered the ToM Storybooks. Analysis focused on indicators of nonlinearity: moving standard…

This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and…

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants…

The Caregiver Reported Early Development Instruments (CREDI) are assessments tools for measuring the development of children under age three in global contexts. The present study describes the construction and psychometric properties of the motor, cognitive, language, and socio-emotional subscales from the CREDI's long form. Multidimensional item…

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…

Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian…

Montessori education has a long history, but its recent growth in American public schools has led to increased interest in research efforts, particularly in exploring the potential of the Montessori experience to moderate the effects of poverty and in gathering data to evaluate public investment in Montessori schools. To assist research efforts,…

Alleviating disadvantage in low-income environments predicts higher cognitive abilities during early childhood. It is less established whether family income continues to predict cognitive growth in later childhood or whether there may even be bidirectional dynamics. Notably, living in poverty may moderate income-cognition dynamics. In this study,…