Family-program partnerships in early care and education have the potential to influence young children's development through multiple pathways. Guided by the Head Start (HS) Parent, Family, and Community Engagement (PFCE) framework, the current study uses data from the 2014 HS Family and Child Experiences Survey (FACES) to examine the direct, and…

Preschoolers can learn vocabulary from educational videos, but children from low-income backgrounds often do not learn as effectively as their higher income peers. We investigated whether adding attention-directing cues to media (Study 1) and slowing the pacing of media (Study 2) supported vocabulary learning for preschoolers from low-income…

The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path…

Using a nationally representative sample of 3- and 4-year-old Spanish-speaking dual language learners (DLLs) attending Head Start (N = 654), this study examined whether mean levels of and variability in peers' English receptive vocabulary skills were associated with DLLs' English and Spanish receptive vocabulary skills in the spring. In addition,…

Using a nationally representative sample of dual language learners (DLLs) attending Head Start, this study investigated how the language used for instruction and the proportion of DLLs in the class was associated with English and Spanish receptive vocabulary development between the fall and spring (n = 531). Based on teacher report of the language…