Commonly regulated structural quality features, like educator education levels and group size, are thought to be foundational to the quality of children's everyday experiences in early education and care settings. Yet little is known about how these features relate to the day-to-day interactions and activities that occur in these settings--or…

Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of…

Among all the factors that influence the success of preschool programs, none is more important than the quality of the teaching workforce. The design and delivery of effective approaches to professional development (PD) are central to the support of the early childhood education workforce. In this article, we provide a model outlining the PD…

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…