NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 36 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sarah F. Pedonti; Kathryn A. Leech; Mary Bratsch Hines; Sandra L. Soliday Hong; Harriet Able; Elizabeth Crais – Journal of Early Intervention, 2025
This study used a large administrative data set of Head Start programs across the United States, the Head Start Program Information Report (PIR), to explore disparities in program rates of screening, referral, and identification for early intervention between Migrant and Seasonal Head Start (MSHS) and Head Start (HS) programs. Results from…
Descriptors: Federal Programs, Low Income Students, Social Services, Disability Identification
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Lindsey M. Bryant; Lauren Westerberg; Brianna L. Devlin; Tanya M. Paes; Elyssa A. Geer; Anisha Katyayan; Kathleen M. Morse; Grace O’Brien; David J. Purpura; Sara A. Schmitt – Journal of Numerical Cognition, 2024
The goals of the current study were: 1) to modify and expand an existing spatial mathematical language coding system to include quantitative mathematical language terms and 2) to examine the extent to which preschool-aged children used spatial and quantitative mathematical language during a block play intervention. Participants included 24…
Descriptors: Spatial Ability, Language Usage, Manipulative Materials, Play
Peer reviewed Peer reviewed
Direct linkDirect link
Shayne B. Piasta; Zhiling Shea; Alida K. Hudson; Ye Shen; Jessica A. R. Logan; Cynthia M. Zettler-Greeley; Kandia Lewis – Infant and Child Development, 2025
A growing number of early childhood interventions are intended to be used by classroom teachers to support children's emergent literacy development, yet we know little about for whom such interventions might be effective. In this study, we examined whether children's initial emergent literacy skills (alphabet knowledge, phonological awareness,…
Descriptors: Emergent Literacy, Intervention, Alphabets, Phonological Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Jason T. Hustedt; Alison Hooper; Rena A. Hallam; Jennifer A. Vu; Myae Han; Melissa Ziegler – Prevention Science, 2025
As availability of parent-child interaction curricula increases, Early Head Start (EHS) provides a relevant context to test research-based parenting models as part of everyday practice. We trained EHS staff to incorporate the Promoting First Relationships (PFR) intervention into ongoing weekly home visits with mothers and their young children (n =…
Descriptors: Early Intervention, Social Services, Federal Programs, Parent Child Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Erin K. Shoulberg; Hannah Scott; Caroline P. Martin; Connie L. Tompkins; Marissa Dennis; Allison Krasner; Betsy Hoza – Journal of Attention Disorders, 2025
Objective: This study examined the unique and interactive effects of PA volume and within-person fluctuations in PA volume (i.e., intraindividual variability in PA volume; PA-var) on preschoolers' (N = 141; 47.5% girls) ADHD symptoms. Method: Preschoolers wore accelerometers during the school day over a 2-week period. Teachers reported on…
Descriptors: Physical Activity Level, Preschool Education, Preschool Children, Preschool Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Tyler W. Watts; Chen Li; Xinyu S. Pan; Jill Gandhi; Dana C. McCoy; C. Cybele Raver – Grantee Submission, 2023
The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty…
Descriptors: School Readiness, Program Effectiveness, Academic Achievement, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Tyler W. Watts; Chen Li; Xinyu S. Pan; Jill Gandhi; Dana C. McCoy; C. Cybele Raver – Developmental Psychology, 2023
The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty…
Descriptors: School Readiness, Program Effectiveness, Academic Achievement, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Rachael E. Wagner; Melissa Jonson-Reid; Brett Drake; Patricia L. Kohl; Laura Pons; Yi Zhang; Robert T. Fitzgerald; Mark L. Laudenslager; John N. Constantino – Prevention Science, 2025
Adverse experiences superseding a child's capacity to sustain regulation of emotion and adaptive function are theorized to constitute "toxic stressors" when they induce a deleterious biological response within an individual. We ascertained presumptive parameters of toxic stress among 164 low-income infants and toddlers (ages 4-48 months)…
Descriptors: Stress Variables, Mothers, Depression (Psychology), Early Experience
Jessica Mercer Young; Kristen E. Reed; Heidi Rosenberg; Janna F. Kook – Grantee Submission, 2023
Differences in children's mathematics knowledge are evident at kindergarten entry, favoring children who have greater access to economic resources. Fostering preschoolers' mathematics learning at home and in classroom settings, through games and other developmentally appropriate activities, is of great interest to educators, early childhood…
Descriptors: Preschool Children, Early Intervention, Preschool Education, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Jiying Ling; Autumn Ashley; Nagwan Zahry; Tsui-Sui A. Kao; Charis L. Wahman; Kenneth Resnicow; Lorraine B. Robbins; Jean M. Kerver; Nanhua Zhang – School Mental Health, 2025
Mindfulness-based interventions are increasingly recognized for their positive impact on children's physical, mental, emotional, and behavioral health. However, no mindfulness-based lifestyle interventions have focused on improving both the physical and mental well-being of economically marginalized preschoolers. Therefore, this one-group study…
Descriptors: Metacognition, Intervention, Life Style, Physical Health
Peer reviewed Peer reviewed
Direct linkDirect link
Jentry S. Barrett; Hayley Jackson; Rachel E. Schachter; Hope K. Gerde; Gary E. Bingham – Journal of Early Childhood Teacher Education, 2024
Coaching is a popular mechanism for supporting teachers' improved use of teaching strategies. However, relatively little is known about which coaching processes are used or how those are implemented, especially in emerging formats like online asynchronous coaching. We used a multiple-case study design to examine coaching logs from an asynchronous…
Descriptors: Preschool Teachers, Faculty Development, Coaching (Performance), Intervention
Cassano, Christina M.; Paciga, Kathleen A. – Teachers College Press, 2023
Drawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development. The authors describe a research-based intervention designed to support…
Descriptors: Freehand Drawing, Preschool Children, Preschool Education, Language Proficiency
Jessica F. Harding; Alex Baum; Addison Larson; Louisa Tarullo; Sara Bernstein – Office of Planning, Research and Evaluation, 2024
The well-being of Head Start teachers is essential to ensuring high-quality early care and education (ECE) and supporting children's development. The COVID-19 pandemic raised unique challenges to teachers' well-being. In this brief, the authors explore Head Start teachers' health, anxiety symptoms, depressive symptoms, stress, and job…
Descriptors: Federal Programs, Social Services, Low Income Students, Well Being
Peer reviewed Peer reviewed
Direct linkDirect link
Kelsey A. Clayback; Hsiu-Wen Yang; Maddisen Domingo; Erin E. Barton; Mary Louise Hemmeter – Topics in Early Childhood Special Education, 2025
Developmentally and culturally appropriate program behavior policies that are clearly communicated and implemented successfully can prevent exclusion and positively impact teachers, children, and families. However, it is unclear if policies are high quality or designed to equitably support positive behavior. We examined behavior policies from 41…
Descriptors: Behavior Problems, Child Behavior, Preschool Children, Preschool Education
Rebecca J. Bulotsky-Shearer; Tracy M. Carter Clopet; Amanda P. Williford; Pilar Alamos; Sadie Hasbrouck – Topics in Early Childhood Special Education, 2023
Best practices in early childhood include using measures to identify children's social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of…
Descriptors: Preschool Children, Interaction, Peer Relationship, Teacher Student Relationship
Previous Page | Next Page »
Pages: 1  |  2  |  3