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The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups
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Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. – American Educational Research Journal, 2023
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic…
Descriptors: Preschool Children, Kindergarten, Grade 1, Public Schools
Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School
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Ansari, Arya; Pianta, Robert C. – Developmental Psychology, 2018
Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months of age and high-quality elementary school education between first and fifth grade. Results indicated…
Descriptors: Child Care, Young Children, Early Childhood Education, Elementary Education
Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School
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Ansari, Arya; Pianta, Robert C. – Grantee Submission, 2017
Data from the NICHD [National Institute of Child Health and Human Development] Study of Early Child Care and Youth Development (n = 1,307) were used to estimate the additive and multiplicative benefits of high quality child care between birth to 54 months of age and high quality elementary school education between first and fifth grade. Results…
Descriptors: Child Care, Young Children, Early Childhood Education, Elementary Education
Teacher-Child Interaction Quality as a Function of Classroom Age Diversity and Teachers' Beliefs and Qualifications
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Ansari, Arya; Pianta, Robert C. – Applied Developmental Science, 2019
Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood…
Descriptors: Teacher Student Relationship, Interaction, Classroom Environment, Teacher Qualifications
Teacher Engagement in Core Components of an Effective, Early Childhood Professional Development Course: Links to Changes in Teacher-Child Interactions
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Williford, Amanda P.; Carter, Lauren M.; Maier, Michelle F.; Hamre, Bridget K.; Cash, Anne; Pianta, Robert C.; Downer, Jason T. – Journal of Early Childhood Teacher Education, 2017
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher-child…
Descriptors: Early Childhood Education, Course Content, Teacher Characteristics, Teacher Student Relationship