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Qualitative Research in Early Childhood Education and Care Implementation

• Wendy K. Jarvie 1  

International Journal of Child Care and Education Policy volume  6 ,  pages 35–43 ( 2012 ) Cite this article

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Governments around the world have boosted their early childhood education and care (ECEC) engagement and investment on the basis of evidence from neurological studies and quantitative social science research. The role of qualitative research is less understood and under-valued. At the same time the hard evidence is only of limited use in helping public servants and governments design policies that work on the ground. The paper argues that some of the key challenges in ECEC today require a focus on implementation. For this a range of qualitative research is required, including knowledge of organisational and parent behaviour, and strategies for generating support for change. This is particularly true of policies and programs aimed at ethnic minority children. It concludes that there is a need for a more systematic approach to analysing and reporting ECEC implementation, along the lines of “implementation science” developed in the health area.

Introduction

Research conducted over the last 15 years has been fundamental to generating support for ECEC policy reform and has led to increased government investments and intervention in ECEC around the world. While neurological evidence has been a powerful influence on ECEC policy practitioners, quantitative research has also been persuasive, particularly randomised trials and longitudinal studies providing evidence (1) on the impact of early childhood development experiences to school success, and to adult income and productivity, and (2) that properly constructed government intervention, particularly for the most disadvantaged children, can make a significant difference to those adult outcomes. At the same time the increased focus on evidence-informed policy has meant experimental/quantitative design studies have become the “gold standard” for producing knowledge (Denzin & Lincoln, 2005 ), and pressures for improved reporting and accountability have meant systematic research effort by government has tended to focus more on data collection and monitoring, than on qualitative research (Bink, 2007 ). In this environment the role of qualitative research has been less valued by senior government officials.

Qualitative Research-WhatIs It?

The term qualitative research means different things to different people (Denzin & Lincoln, 2005 ). For some researchers it is a way of addressing social justice issues and thus is part of radical politics to give power to the marginalised. Others see it simply as another research method that complements quantitative methodologies, without any overt political function. Whatever the definition of qualitative research, or its role, a qualitative study usually:

Features an in depth analysis of an issue, event, entity, or process. This includes literature reviews and meta studies that draw together findings from a number of studies.

Is an attempt to explain a highly complex and/or dynamic issue or process that is unsuited to experimental or quantitative analysis.

Includes a record of the views and behaviours of the players — it studies the world from the perspective of the participating individual.

Cuts across disciplines, fields and subject matter.

Uses a range of methods in one study, such as participant observation; in depth interviewing of participants, key stakeholders, and focus groups; literature review; and document analysis.

High quality qualitative research requires high levels of skill and judgement. Sometimes it requires pulling together information from a mosaic of data sources and can include quantitative data (the latter is sometimes called mixed mode studies). From a public official perspective, the weaknesses of qualitative research can include (a) the cost-it can be very expensive to undertake case studies if there are a large number of participants and issues, (b) the complexity — the reports can be highly detailed, contextually specific examples of implementation experience that while useful for service delivery and front line officials are of limited use for national policy development, (c) difficultyin generalising from poor quality and liable to researcher bias, and (d) focus, at times, more on political agendas of child rights than the most cost-effective policies to support the economic and social development of a nation. It has proved hard for qualitative research to deliver conclusions that are as powerful as those from quantitative research. Educational research too, has suffered from the view that education academics have over-used qualitative research and expert judgement, with little rigorous or quantitative verification (Cook & Gorard, 2007 ).

Qualitative Research and Early Childhood Education and Care

In fact, the strengths of qualitative ECEC research are many, and their importance for government, considerable. Qualitative research has been done in all aspects of ECEC operations and policies, from coordinating mechanisms at a national level (OECD, 2006 ), curriculum frameworks (Office for Children and Early Childhood Development, 2008 ), and determining the critical elements of preschool quality (Siraj-Blatchford et al., 2003 ), to developing services at a community level including effective outreach practices and governance arrangements. Qualitative research underpins best practice guides and regulations (Bink, 2007 ). Cross country comparative studies on policies and programs rely heavily on qualitative research methods.

For public officials qualitative components of program evaluations are essential to understanding how a program has worked, and to what extent variation in outcomes and impacts from those expected, or between communities, are the result of local or national implementation issues or policy flaws. In addition, the public/participant engagement in qualitative components of evaluations can reinforce public trust in public officials and in government more broadly.

In many ways the contrast between quantitative and qualitative research is a false dichotomy and an unproductive comparison. Qualitative research complements quantitative research, for example, through provision of background material and identification of research questions. Much quantitative research relies on qualitative research to define terms, and to identify what needs to be measured. For example, the Effective Provision of PreSchool Education (EPPE) studies, which have been very influential and is a mine of information for policy makers, rely on initial qualitative work on what is quality in a kindergarten, and how can it be assessed systematically (Siraj-Blatchford et al., 2003 ). Qualitative research too can elucidate the “how” of a quantitative result. For example, quantitative research indicates that staff qualifications are strongly associated with better child outcomes, but it is qualitative work that shows that it is not the qualification per se that has an impact on child outcomes-rather it is the ability of staff to create a high quality pedagogic environment (OECD, 2012 ).

Challenges of Early Childhood Education and Care

Systematic qualitative research focused on the design and implementation of government programs is essential for governments today.

Consider some of the big challenges facing governments in early childhood development (note this is not a complete list):

Creating coordinated national agendas for early childhood development that bring together education, health, family and community policies and programs, at national, provincial and local levels (The Lancet, 2011 ).

Building parent and community engagement in ECEC/Early Childhood Development (ECD), including increasing parental awareness of the importance of early childhood services. In highly disadvantaged or dysfunctional communities this also includes increasing their skills and abilities to provide a healthy, stimulating and supportive environment for young children, through for example parenting programs (Naudeau, Kataoka, Valerio, Neuman & Elder, 2011 ; The Lancet, 2011 ; OECD, 2012 ).

Strategies and action focused on ethnic minority children, such as outreach, ethnic minority teachers and teaching assistants and informal as well as formal programs.

Enhancing workforce quality, including reducing turnover, and improved practice (OECD, 2012 ).

Building momentum and advocacy to persuade governments to invest in the more “invisible” components of quality such as workforce professional development and community liaison infrastructure; and to maintain investment over significant periods of time (Jarvie, 2011 ).

Driving a radical change in the way health/education/familyservicepro fessions and their agencies understand each other and to work together. Effectively integrated services focused on parents, children and communities can only be achieved when professions and agencies step outside their silos (Lancet, 2011 ). This would include redesign of initial training and professional development, and fostering collaborations in research, policy design and implementation.

There are also the ongoing needs for,

Identifying and developing effective parenting programs that work in tandem with formal ECEC provision.

Experiments to determine if there are lower cost ways of delivering quality and outcomes for disadvantaged children, including the merits of adding targeted services for these children on the base of universal services.

Figuring out how to scale up from successful trials (Grunewald & Rolnick, 2007 ; Engle et al., 2011 ).

Working out how to make more effective transitions between preschool and primary school.

Making research literature more accessible to public officials (OECD, 2012 ).

Indeed it can be argued that some of the most critical policy and program imperatives are in areas where quantitative research is of little help. In particular, qualitative research on effective strategies for ethnic minority children, their parents and their communities, is urgently needed. In most countries it is the ethnic minority children who are educationally and economically the most disadvantaged, and different strategies are required to engage their parents and communities. This is an area where governments struggle for effectiveness, and public officials have poor skills and capacities. This issue is common across many developed and developing countries, including countries with indigenous children such as Australia, China, Vietnam, Chile, Canada and European countries with migrant minorities (OECD, 2006 ; COAG, 2008 ; World Bank, 2011 ). Research that is systematic and persuasive to governments is needed on for example, the relative effectiveness of having bilingual environments and ethnic minority teachers and teaching assistants in ECEC centres, compared to the simpler community outreach strategies, and how to build parent and community leadership.

Many countries are acknowledging that parental and community engagement is a critical element of effective child development outcomes (OECD, 2012 ). Yet public officials, many siloed in education and child care ministries delivering formal ECEC services, are remote from research on raising parent awareness and parenting programs. They do not see raising parental skills and awareness as core to their policy and program responsibilities. Improving parenting skills is particularly important for very young children (say 0–3) where the impact on brain development is so critical. It has been argued there needs to be a more systematic approach to parenting coach/support programs, to develop a menu of options that we know will work, to explore how informal programs can work with formal programs, and how health programs aimed young mothers or pregnant women can be enriched with education messages (The Lancet, 2011 ).

Other areas where qualitative research could assist are shown in Table 1 (see p. 40).

Implementation Science in Early Childhood Education and Care

Much of the suggested qualitative research in Table 1 is around program design and implementation . It is well-known that policies often fail because program design has not foreseen implementation issues or implementation has inadequate risk management. Early childhood programs are a classic example of the “paradox of non-evidence-based implementation of evidence-based practice” (Drake, Gorman & Torrey, 2005). Governments recognise that implementation is a serious issue: there may be a lot of general knowledge about “what works”, but there is minimal systematic information about how things actually work . One difficulty is that there is a lack of a common language and conceptual framework to describe ECEC implementation. For example, the word “consult” can describe a number of different processes, from public officials holding a one hour meeting with available parents in alocation,to ongoing structures set up which ensureall communityelementsare involved and reflect thespectrum of community views, and tocontinue tobuild up community awareness and engagement over time.

There is a need to derive robust findingsof generic value to public officials, for program design. In the health sciences, there is a developing literature on implementation, including a National implementation Research Network based in the USA, and a Journal of Implementation Science (Fixsen, Naoom, Blasé, Friedman & Wallace, 2005 ). While much of the health science literature is focused on professional practice, some of the concepts they have developed are useful for other fields, such as the concept of “fidelity” of implementation which describes the extent to which a program or service has been implemented as designed. Education program implementation is sometimes included in these fora, however, there is no equivalent significant movement in early childhood education and care.

A priority in qualitative research for ECEC of value to public officials would then appear to be a systematic focus on implementation studies, which would include developing a conceptual framework and possibly a language for systematic description of implementation, as well as, meta-studies. This need not start from scratch-much of the implementation science literature in health is relevant, especially the components around how to influence practitioners to incorporate latest evidence-based research into their practice, and the notions of fidelity of implementation. It could provide an opportunity to engage providers and ECE professionals in research, where historically ECEC research has been weak.

Essential to this would be collaborative relationships between government agencies, providers and research institutions, so that there is a flow of information and findings between all parties.

Quantitative social science research, together with studies of brain development, has successfully made the case for greater investment in the early years.There has been less emphasis on investigating what works on the ground especially for the most disadvantaged groups, and bringing findings together to inform government action. Yet many of the ECEC challenges facing governments are in implementation, and in ensuring that interventions are high quality. This is particularly true of interventions to assist ethnic minority children, who in many countries are the most marginalised and disadvantaged. Without studies that can improve the quality of ECEC implementation, governments, and other bodies implementing ECEC strategies, are at risk of not delivering the expected returns on early childhood investment. This could, over time, undermine the case for sustained government support.

It is time for a rebalancing of government research activity towards qualitative research, complemented by scaled up collaborations with ECEC providers and research institutions. A significant element of this research activity could usefully be in developing a more systematic approach to analysing and reporting implementation, and linking implementation to outcomes. This has been done quite effectively in the health sciences. An investment in developing an ECEC ‘implementation science’ would thus appear to be a worthy of focus for future work.

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This paper was originally prepared for the OECD Early Childhood Education and Care Network Meeting, 24 January 2012, Oslo, Norway.

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Jarvie, W.K. Qualitative Research in Early Childhood Education and Care Implementation. ICEP 6 , 35–43 (2012). https://doi.org/10.1007/2288-6729-6-2-35

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It Matters: Early Childhood Mental Health, Educator Stress, and Burnout

Rachel stein.

School of Education and Human Development, University of Colorado Denver, 1201 Larimer St., Denver, CO 80204 USA

Megan Garay

Associated data.

Early childhood educators (ECEs) face several workplace challenges, including young children’s difficult behavior and mental health needs, workplace stress, low systemic support, and high levels of burnout. Both education and perceived confidence are often cited as important buffering factors, yet neither is well studied in the existing literature. The present study aimed to better understand and describe these factors. A survey, including both open and closed questions, was sent out to a large group of ECEs. Results were analyzed using descriptive statistics, T-tests, and the constant comparison method of qualitative coding. Findings suggest that the types of training ECEs have had is related to their comfort in recognizing and responding to young children’s mental health and challenging behaviors. Both systemic changes and didactic needs were cited as necessary to further support ECEs.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10643-022-01438-8.

Introduction

Early childhood educators (ECEs) care for young children in a variety of public (Universal Pre-Kindergarten, Head Start) and private (center-based, faith-based, home-based child care; Grist & Caudle, 2021 ) settings. Data suggest that approximately two million early childhood educators are responsible for watching about 10 million young children each day in the United States (Whitebook et al., 2018 ). Collectively this workforce is responsible for the welfare, learning, and development of young children while simultaneously allowing their parents to engage in other sectors of the economy, both of which are important societal functions. Despite the known importance of early childhood educators, this is a profession that is challenged with low levels of support and high levels of stress and associated burnout, exacerbated by the COVID-19 pandemic (Eadie et al., 2021 ; Souto-Manning & Melvin, 2022 ).

The early education system in the United States is fragmented and administered at the state level (Halfon et al., 2009 ), meaning that early education systems are less well supported and coordinated than in many economically comparable countries (Halfon et al., 2009 ). As a result, early education settings and ECE experiences vary widely depending on their workplace. For instance, Jeon et al. ( 2018 ) found that when home care providers had more support they had lower levels of stress, but also that professional support was harder to access for home care providers than ECEs in other settings. Additionally, there is some evidence that ECEs experience more stress than their K-12 counterparts, due to environments that are emotionally and financially challenging, limited resources, and a job that is often not highly regarded by society (Jeon et al., 2018 , 2019 ).

Despite the variation in early care and education settings, certain patterns have been documented as systemic challenges that impact ECE experiences, and in turn the children in their care. For instance, high child–teacher ratios make it difficult for ECEs to provide optimal care and develop strong relationships with each child in the classroom (Albin-Clark et al., 2016 ; Burchinal et al., 2002 ). Stressful environments (Hindman & Bustamante, 2019 ; Jeon et al., 2019 ), high workloads (Farewell et al., 2021 ), low pay (Logan et al., 2020 ), and limited opportunities for advancement (Gomez et al., 2015 ) are amongst the systemic challenges that exist within early care and education settings. In addition, there is evidence that some ECEs of color experienced disproportionate levels of stress due to the Covid-19 Pandemic, further emphasizing the need to attend to teacher well-being (Souto-Manning & Melvin, 2022 ). Together the stressors that ECEs face have been linked to lower job satisfaction and high rates of professional turnover (Farewell et al., 2021 ). The challenges ECEs face in their work and workplace environments are multifaceted and impact the professionals themselves, the field, and the children for whom they care. Therefore, there are calls to support ECEs’ wellbeing to positively impact workforce retention and child–educator relationships (Eadie et al., 2021 ).

Individual educator and child characteristics, such as teacher mental health needs (Kwon et al., 2019 ) or children with challenging behaviors (Jamil et al., 2021 ; Jeon et al., 2019 ; Rudasill & Rimm-Kaufman, 2009 ) also impact ECE wellbeing. Relatedly, teachers’ perceptions and understanding of children’s challenging behaviors impact relationship quality (Jamil et al., 2021 ; Rudasill & Rimm-Kaufman, 2009 ). For instance, Rudasill and Rimm-Kaufman ( 2009 ) looked at a sample of first grade students and teachers and found that child temperament, gender, frequency of child–teacher engagements, and teacher perceptions of child–teacher interactions all influenced the quality of the relationship. In research conducted by Jamil et al. ( 2021 ), a small sample of early childhood educators’ perceptions of young children’s challenging behavior was explored. They found that challenging behavior impacted teacher–child relationships but that this was influenced by the teacher’s level of understanding and perceived malleability of the behaviors. This suggests that teachers’ knowledge of young children’s behavior has the potential to be highly impactful in subsequent actions and relationships.

Teacher training and educational background are also linked to the quality of early education settings. Bachelor's and associate degrees in early childhood education have been linked to higher levels of ECE knowledge and better classroom practices, with bachelor’s degrees showing a greater benefit than associate degrees (Institute of Medicine and National Research Council, 2015 ; Whitebook, 2003 ) The quality of teacher–child relationships has also been connected to ECE training. Burchinal et al. ( 2002 ) examined teacher self-reports of training and educational experiences and found an association between higher levels of education and training and higher levels of sensitivity in their relationships with children. More specifically, ECEs with college training had higher quality classrooms than professionals with no training or other types of training.

Teacher Wellbeing and Supporting Young Children

Prior research has documented the bi-directional connection between teacher wellbeing and young children’s challenges (Jeon et al., 2019 ). Research has suggested that working with children who have experienced trauma (Kwon et al., 2021 ) or who exhibit challenging behavior (Friedman-Krauss et al., 2014 ; Jamil et al., 2021 ; Zee & Koomen, 2016 ) appears to increase the level of stress and emotional burnout amongst ECEs (Logan et al., 2020 ). Not only is this important to consider when thinking about supporting and retaining ECEs, but this also directly impacts young children; when teachers experience high levels of stress they can attend less effectively to the children in their care (Zinsser et al., 2013 ). For instance, Kwon et al. ( 2019 ) looked at teacher psychological distress in a sample of Early Head Start teachers and found a relationship between teacher psychological stress and an increase in child behavioral problems and a lesser quality of teacher-provided emotional support.

Several studies have looked at different elements of teacher wellbeing and the impact on their teaching, classrooms, and the children in their care. Schreyer and Krause ( 2016 ) looked at a large sample of staff working in childcare centers in Germany and found a link between job satisfaction and staff’s perceived level of stress, with greater satisfaction correlated with lower levels of stress. Another study looked at perceptions of professional support and level of stress amongst home childcare providers and the corresponding impact of providers’ responsiveness to children’s emotions. Findings suggest that both low levels of stress and higher levels of perceived professional support were associated with increased responsiveness to children’s emotions (Jeon et al., 2018 ). Wong and Zhang ( 2014 ) examined school culture and the relationship between teacher job satisfaction and mental health. They found that teachers who had more positive perceptions of their school culture also had higher levels of reported job satisfaction and fewer mental health concerns.

ECE wellbeing is connected to several important outcomes, ranging from children’s social-emotional gains (Roberts et al., 2016 ), the quality of teacher student relationships (Eadie et al., 2021 ), classroom environment (Jennings, 2015 ) teacher perceptions of children’s behavior (Jamil et al., 2021 ; Kwon et al., 2019 ) and the stability and retention of the ECE workforce (Eadie et al., 2021 ). Furthermore, positive ECE and child relationships are associated with ECEs’ workplace perceptions and emotional wellbeing by ECEs who are emotionally and mentally prepared (Cassidy et al., 2017 ; Jennings, 2015 ; Roberts et al., 2016 ). In turn, teacher mental health and poorer work environments both appear bi-directionally linked to ECE burnout and stress.

Burnout and Stress in Early Childhood Education Settings

Burnout and stress amongst ECEs are well documented (Whitebook & Sakai, 2004 ). Systemic concerns appear to play a large role in ECE burnout, with low pay, limited resources, low educational qualifications, difficult classroom dynamics, and stressful environments often mentioned (Gomez et al., 2015 ; Logan et al., 2020 ). Difficulty managing children’s behavior is also linked to ECE stress and burnout (Gomez et al., 2015 ; Jamil et al., 2021 ; Seo & Yuh, 2021 ). Farewell et al. ( 2021 ) surveyed ECE professionals employed in Head Start Centers and compared results to a representative sample across professions and found that ECEs’ levels of perceived stress, depression, and staffing challenges are higher than the national average. Furthermore, they found that ECEs had fewer workplace resources to deal with their challenges.

Research has demonstrated that there are systemic and individual factors that can support ECEs and mitigate some of the challenges and stress that they face. Workplace environment, particularly the perceived level of social support, appears to be one of the biggest driving factors of ECE wellbeing (Kwon et al., 2021 ). For instance, there is evidence that having more resources, positive co-worker relationships, and supportive administration (Zinsser et al., 2015 ) lessens ECE stress and burnout. Unfortunately, the highly varied environments where ECEs are employed means that some educators have environments and opportunities that are supportive whereas others do not.

Both direct and indirect benefits are linked to teacher wellbeing. For instance, increasing ECE emotional availability promotes social emotional and cognitive development (Shirvanian & Michael, 2017 ). Health and mental health indicators also appear to contribute to stress and burnout among ECEs (Cassidy et al., 2017 ; Jennings, 2015 ; Roberts et al., 2016 ). Understanding how ECEs navigate child and systemic level challenges, how this contributes to their stress and burnout, and ECEs’ additional needs is an important part of gaining a more complete understanding of ECE wellbeing.

Current Study

The present study aimed to learn about ECEs’ preparedness to support young children’s mental health, as well as learning about their perceptions of their own mental health, stress, and burnout. There have been calls for greater attention to mental health and mental health promotion in early education settings (Logan et al., 2020 ) and how ECEs’ perceived ability to support young children’s mental health relates to ECE stress and burnout. Additionally, although prior research has looked at factors related to educator stress and burnout, there are gaps in the current literature. For instance, much of the research on ECE burnout has focused on ECEs in specific types of educational environments (e.g., Head Start teachers) and the literature has called for research looking at stress and burnout amongst ECEs across settings (Farewell et al., 2021 ). This project aimed to further the existing research by addressing the following research questions: (1) What training and experiences have ECEs had related to addressing children’s challenging behaviors and supporting children’s mental health? (2) Do ECEs feel prepared to work with young children with challenging behaviors and mental health needs? (3) How confident are ECEs in recognizing and addressing their own mental health needs? (4) What factors do ECEs identify related to their mental health, stress, and burnout?

The survey was sent out to registrants of a state-level Professional Development Information System (PDIS). PDIS is a state-level portal for professional development and education for early childhood professionals. At the time the survey was sent out the PDIS database included over 8000 individuals who had created a PDIS account. The first author of the study was given permission to use the PDIS database for survey dissemination. Prior to taking the survey respondents were informed that the survey was voluntary, responses were confidential, and the project was approved through the primary author’s university Institutional Review Board.

Participants

The number of individuals who responded to the survey was 1419. Of this number, 1355 respondents self-identified as female (95%) and 1132 as White/Caucasian (79.8%). Next, 160 (11.3%) identified as Hispanic/Latinx and 32 respondents (2.3%) identified as Bi/Multi-Racial. Smaller percentages of respondents identified with other races or ethnicities (see Table ​ Table1). 1 ). Although our sample was overwhelmingly female and White, this is consistent with the largely early childhood field (Whitebook et al., 2018 ). The present sample did represent a wide range of ECE roles and training backgrounds (e.g., general and special education).

Respondent demographic characteristics

The greatest number of respondents described their training background as early childhood education ( n  = 1151, 81.1%), followed by education ( n  = 329, 23.2%) and special education ( n  = 165, 11.6%). Smaller numbers of respondents endorsed other types of training backgrounds (see Table ​ Table1). 1 ). In Colorado, where the present study took place, a variety of pathways and resources are available to obtain training in early childhood education, although these training backgrounds represent both those respondents with terminal degrees and those whose training did not include a terminal degree. Respondents identified a large variety of current positions, with the majority of respondents working as early education teachers ( n  = 532), but there were also home care providers ( n  = 106), special education providers (e.g., ECSEs, n  = 56), early education aids, assistants, and paraprofessionals ( n  = 77), directors and supervisors ( n  = 191), and nurses or school-based health providers ( n  = 51). A smaller number of respondents identified their role as some other type of early childhood provider (e.g., speech and language pathologist, early childhood mental health consultant). Respondents had been in education for a mean of 14.21 years ( SD  = 10.87, Range 1–41 years), with a similar mean amount of time spent in early childhood education ( M  = 12.49, SD  = 10.49, Range = 1–41).

The survey questions used in this project were part of a larger collaborative survey. Key stakeholders (e.g., state-level early childhood offices) and the study’s first author began by determining what information they wanted to learn, and drafted questions. Specifically, the survey was developed to learn more about early childhood educators’ perceptions related to the role of mental health in their work as well as to consider how this relates to their own mental health and job burnout. More specifically, the survey asked participants about their experiences, training background, confidence in recognizing and supporting young children’s mental health, and their own needs related to training, stress, and burnout. Both quantitative, forced-choice, and qualitative open-narrative questions were included. After the initial questions were written, they were reviewed by experts in the field. Provided suggestions from experts in the field included changes to item wording to make the survey clearer and to ensure that applicable answer choices were represented. For instance, the word dysregulated was removed from one item, due to a reviewer suggesting that it might be interpreted variably by respondents.

The survey items utilized in the current study included seven demographic questions and eight survey questions. Six questions were closed-questions and two were open-ended questions. All of the included questions focused on child and educator mental health as well as related correlates. See the online resources for the included survey items.

Data Analytic Plan

Data were analyzed using both quantitative and qualitative methods. Quantitative analytics included descriptive statistics, frequency calculations, and T-tests for between-group comparisons. Prior to completing quantitative analyses data were cleaned and screened. Data met appropriate metrics and assumptions for analysis in most instances, including normality of distribution and homogeneity of variances. When variables violated Levene’s Test for Equality of Variances, which happened in a few instances, equal variances were not assumed when interpreting results.

Qualitative analysis of responses to open-ended survey questions was conducted using constant comparative analysis, which has been used in similar mixed-method surveys (Glaser & Strauss, 1967 ; Vaughn & Turner, 2016 ). Given the large number of qualitative responses to the survey, a random 10% of responses to each qualitative question were analyzed, in accordance with the recommendations outlined by O’Connor and Joffe ( 2020 ). Individual responses to survey questions were analyzed by three researchers to determine initial Level I codes (Glaser & Strauss, 1967 ; Hutchinson, 1986 ). The researchers then met to compare Level I codes to determine if there were any redundancies indicating that a code should be removed or combined with a similar code (Glaser & Strauss, 1967 ).

Next, thematic analysis was conducted to move from Level I codes to Level II codes, or categories (Glaser & Strauss, 1967 ; Vaughn & Turner, 2016 ). To do this, initial Level I codes with similar content were mapped out and grouped together (Vaughn & Turner, 2016 ). For example, responses that mentioned “parent involvement” or “Covid restrictions” were grouped together. Each researcher completed this independently before meeting with the other researchers to discuss discrepancies. Initial interrater reliabilities were above 75% agreement, apart from two items. The raters discussed their ratings and worked towards consensus. Before moving on in the coding process the existing categories were examined to ensure that the category was definable and noting whether any categories were not robust. After this step, the research team again compared findings and discussed possible changes. Two items (Q10 IRR = 62.5%, Q20 IRR = 82.4%) did not reach the accepted level of at least 85% agreement (Miles et al., 2014 ) and the group discussed why these items were more discrepant than the others and worked to consensus. After creating categories, Level III codes were formed by analyzing Level II codes for overarching themes that emerged from Level II codes (Glaser & Strauss, 1967 ; Hutchinson, 1986 ). To enhance the clarity of each definition, an exemplar response for each code was also selected.

Data Integrity

Several data integrity checks were employed to ensure that findings are methodologically sound. First, the researchers aimed for adequate data through sampling a wide range of ECEs from different types of educational settings and with different training backgrounds. This was done by sending the survey out to a very large pool of individuals. Although the data does have some sampling limitations (see the “ Limitations and Future Directions ” section), it is adequate to address the research questions examined, since the sample size is large and represents a number of different perspectives. Specifically, this was determined based on a robust sample size, an expected level of heterogeneity within the sample, and quantitative variables with good distribution. Throughout the analytic process the constant comparison method allowed for triangulation, ensuring that both qualitative and quantitative findings corroborated and supported each other. During the qualitative coding process, an audit trail was maintained to allow for data checking and confirmation (Koch, 1994 ). Lastly, findings throughout the analytic process were grounded, ensuring that codes, categories, and themes were supported by concrete participant responses. As mentioned above, qualitative items were coded by multiple researchers and interrater reliability was established through iterative coding and interrater reliability checks (Leech & Onwuegbuzie, 2007 .

The quantitative and qualitative results are organized by the four research questions posed in this study: (1) What training and experiences have ECEs had related to addressing children’s challenging behaviors and supporting children’s mental health? (2) Do ECEs feel prepared to work with young children with challenging behaviors and mental health needs? (3) How confident are ECEs in recognizing and addressing their own mental health needs? (4) What factors do ECEs identify related to stress and burnout?

RQ #1: Training and Experience

Experience working with children with different types of behavioral and mental health needs varied across respondents and for different types of needs. Challenging behavior was the most frequent category that respondents had experienced ( n  = 1324, 93.3%), followed by young children with social challenges ( n  = 1145, 80.7%) and developmental disabilities ( n  = 1103, 77.7%). Most respondents also had experience working with children with trauma backgrounds ( n  = 936, 66%) and anxiety ( n  = 893, 62.9%). The least endorsed category was experience working with a young child with depression ( n  = 393, 27.7%).

Participants’ formal preparedness to work with young children’s mental health and behavioral needs was also highly variable. Almost half of the respondents had participated in professional development focused on young children’s mental health ( n  = 653, 45.9%). Close to one-third of respondents had no training in young children’s mental health ( n  = 433, 30.5%) and smaller numbers of participants had taken college courses on young children’s mental health ( n  = 327, 23%), participated in consultation ( n  = 219, 15.4%) or had some other instruction focused on young children’s mental health ( n  = 123, 8.7%). Notably, a subset of respondents ( n  = 219, 15%) had taken mental health focused courses in college even if they were not trained as a mental health professional.

Qualitative responses to asking participants about their training needs related to young children’s mental health yielded two themes (Table ​ (Table2), 2 ), No Additional Training Needs and Additional Training Needs , each with subcategories. Three Level II codes, or categories, emerged within the Additional Training Needs theme. First, were respondents who expressed the need for more Training on young children’s mental health. For instance, Respondent 1167 said, “I am hopeful that this survey will highlight the need for more training. There is a great need.” The second category that emerged was Access to Resources . For example, Respondent 1771 said:

I would hope that part of your work considers how much is being asked of teachers. I would hope that there are efforts to create new systems to support the mental health needs of children as their sole goal, rather than adding this to everything else teachers are responsible for. We need trained mental health professionals to work either alongside us in school or independently to meet the needs of children, not teachers who have had a few workshops.

The third category that emerged is the Importance of Mental Health . For instance, Respondent 1119 said, “I think exposure and reminders about all of these topics are helpful to keep early childhood mental health at the forefront of people’s minds is very important.”

Themes, categories, and exemplar quotes from qualitative coding

A series of T-tests (Table ​ (Table3) 3 ) examined the impact of mental health-focused education. Specifically, to ascertain whether having mental health training through either college or professional development impacted professionals’ confidence in recognizing and responding to their own and children’s mental health needs. Early childhood mental health training in college was associated with higher confidence in recognizing mental health needs in young children ( M  = 2.96, SD  = 0.66) than those who did not have college level training ( M  = 2.50, SD  = 0.74). This difference was statistically significant t (591) = − 10.81 p  < .001 and had a large effect size d  = .72. ECEs who had mental health training in college also had a higher level of confidence in responding to mental health needs in young children ( M  = 2.84, SD  = 0.70) as compared to those without college level training ( M  = 2.37, SD  = 0.73). This difference was statistically significant ( t (559) = − 10.72, p  < .001) and had a large effect size d  = .72. Similarly, early childhood mental health training through professional development was associated with higher confidence in recognizing mental health needs in young children ( M  = 2.75, SD  = 0.70) as compared to those without mental health focused professional development ( M  = 2.48, SD  = .0.75). This difference was statistically significant ( t (1403) = − 6.83, p  < .001) and had a large effect size d  = .73. Professional development focused on mental health was also associated with higher confidence in recognizing mental health needs in young children ( M  = 2.63, SD  = 0.70) as compared to those without such professional development ( M  = 2.35, SD  = 0.77). This difference was statistically significant ( t (1403) = − 6.83, p  < .001) and had a large effect size d  = .73. Participating in professional development focused on mental health was also associated with statistically significant higher confidence ( t (1417) = − 7.10, p  < .001) responding to mental health needs in young children ( M  = 2.63, SD  = 0.70) when compared to those without this type of training ( M  = 2.35, SD  = 0.77). The effect size of for this difference was also large, d  = 0.74.

T-tests by types of training

The variation in the value of n is due to whether Levene’s Test for Equality of Variances was significant or not, which determined whether equal variances were or were not assumed

RQ #2 Preparedness

Early childhood educators reported that they are somewhat confident ( n  = 588, 41.4%) or confident ( n  = 607, 42.8%) in recognizing mental health needs in young children. Some respondents were very confident ( n  = 157, 11.1%) or not at all confident ( n  = 67, 4.7%) in recognizing mental health needs in young children. Generally, respondents who described their role as an educator were less sure of how to respond to young children’s mental health needs, although the majority of respondents were somewhat confident ( n  = 649, 45.7%) or confident ( n  = 548, 38.6%), with smaller numbers of respondents either very confident ( n  = 116, 8.2%) or not at all confident ( n  = 106, 7.5%).

Group comparisons of confidence recognizing and responding to children’s and one’s own mental health were conducted to look at respondents trained as educators (early childhood educators, special educators, and general educators) or respondents trained as mental health professionals (school psychologists, social workers, and professional counselors). Having mental health related training was associated with higher levels of recognizing ( M  = 2.96, SD  = 0.75) and responding ( M  = 2.86, SD  = 0.79) to young children’s mental health needs. The mean differences in recognizing ( t (121) = − 5.08, p  < .001) and responding ( t (1357) = 5.42, p  < .001) were statistically significant and had large effect sizes, d  = .74 and d  = .74, respectively.

RQ #3 ECE Mental Health

Being trained in mental health and having taken mental health courses in college were both associated with higher levels of confidence recognizing and responding to one’s own mental health needs. Individuals with mental health training were more likely to have confidence in recognizing ( M  = 3.29, SD  = 0.72) and responding ( M  = 3.09, SD  = 0.80) to their own mental health needs. Confidence recognizing ( t (1357) = 3.26, p  < .001) and responding ( t (1357) = 3.00, p  = .001) to their own mental health needs were statistically significant as compared to those without mental health training. The associated effect sizes with recognizing ( d  = .73) and responding ( d  = .77) to one’s own mental health were large. Individuals who had mental health training in college had higher confidence in recognizing their own mental health needs ( M  = 3.18, SD  = 0.67) as compared to those without this type of training ( M  = 3.03, SD  = 0.75). This difference was statistically significant ( t (1417) = − 3.38, p  < .001) and had a large effect size d  = .73. Mental health training in college was also associated with higher confidence in responding to one’s own mental health needs ( M  = 2.98, SD  = 0.75) as compared to those without this training ( M  = 2.84, SD  = 0.77). This difference was statistically significant ( t (552) = − 2.92, p  = .002) and had a large effect size d  = .77. Mental health focused professional development was not statistically significantly associated with increased recognition or perceived competence responding to one’s own mental health needs, although the effect sizes were still large, d  = .73 and d  = .77, respectively.

RQ #4: ECE Mental Health, Stress and Burnout

Two themes and five categories emerged from the qualitative responses asking participants about support that would help avoid personal and professional burnout (Table ​ (Table2). 2 ). The two themes that emerged focused on the need for relational connections and mental health supports and the need for systemic change. The shortcomings of early childhood systems are well documented elsewhere (see Hindman & Bustamante, 2019 ) and were replicated in the current findings, with respondents indicating the need for more systemic and resource supports. The second theme that emerged focused on the need for additional Relational and Mental Health Support in order to allow professional and personal wellbeing of ECEs. The two emerging categories were Connection with Others and Mental Health Resources . For instance, Respondent 1308 said “Having support from professionals in the building to help with any concerns or problems you may encounter with your students” or Respondent 1498 emphasized the need for “More mental health professionals in our schools that support children, families and staff.”

The present study aimed to learn about ECEs’ training, experience, and preparedness to work with young children’s challenging behaviors and mental health needs, as well as the role of personal mental health, stress, and burnout amongst ECEs. Overall findings indicate that most ECEs have some training and experience related to addressing young children’s challenging behaviors and mental health needs. However, the type of training and range of experiences were variable. There were group-level differences based on professional training backgrounds and the types of learning the professional had participated in. Findings are discussed in detail below.

The first research question asked about the training and experiences ECEs had related to addressing challenging behaviors and supporting mental health. The need for additional training focused on young children’s mental health is often mentioned in the literature (Askell-Williams & Cefai, 2014 ; Graham et al., 2011 ). Overall respondents had experience working with children with a range of behavioral and mental health needs, with externalizing concerns (e.g., behavior, social challenges) more frequently than internalizing concerns (e.g., depression, anxiety). Formal training focused on young children’s mental health and challenging behavior was endorsed by most respondents, with professional development as the most common type of training. Colorado, where the present study took place, requires continuing education related to social-emotional development, which may be reflected in the data (Colorado Office of Early Childhood, 2022 ). However, a notable percentage of respondents said that they had not had any training focused on young children’s mental health.

The second research question asked whether ECEs feel prepared to work with young children with challenging behaviors and mental health needs. Prior research has shown that supporting social emotional development and challenging behaviors is often an area where ECEs are less confident (Hemmeter et al., 2008 ). The current data reflected a lot of variation in comfort addressing children’s mental health needs and challenging behavior, which is not surprising given the range of experiences and professional training in the sample. Although most respondents had some level of comfort addressing children’s challenging behavior and mental health needs, a small, but noteworthy, group of respondents was not at all comfortable responding to young children’s mental health needs. There were also some important group level patterns. Individuals with a mental health training background were much more comfortable recognizing and responding to mental health needs than individuals with an educational background. The types of training someone has had focused on mental health (e.g., college courses, professional development) also was influential, with both college level courses, and professional development sessions associated with increased comfort recognizing and responding to children’s mental health needs.

Over time, there have been increased calls for higher educational attainment amongst ECEs, to align with evidence for best practices (Institute of Medicine and National Research Council, 2015 ; Whitebook et al., 2018 ). Yet, professional development, in the form of various types of on-the-job training is the most common type of formal learning for many ECEs, making it an essential part of ECE training (Rucker et al., 2022 ). Professional development has been associated with ECEs’ ability to support young children’s development (Egert et al., 2018 ), with variation depending on the type, focus, and duration of the training provided (Brunsek et al., 2020 ). Present findings extend prior research related to both formal education and professional development, demonstrating that at the aggregate level (versus focusing on a specific training program or type of training) they can have a positive impact on ECEs work with young children.

Qualitative findings asking about participant training needs related to young children’s mental health and challenging behavior were divided between respondents who wanted more mental health focused training and those who did not want additional training. Those who did want additional training focused on the need for more recognition and support related to young children’s mental health. Responses discussed both didactic training as well as elevating the importance of mental health and access to resources so that the work does not fall solely on ECEs. Many of the responses asking for additional resources focused on the need for mental health professionals and specialists, both to support young children and ECEs.

Given the relationship between ECEs’ own mental health and their ability to support young children (Zinsser et al., 2013 ), the present study aimed to learn how confident ECEs are in recognizing and addressing their own mental health needs. As previously mentioned, respondents who had participated in mental health-focused professional development or who had taken college-level mental health courses reported more confidence in recognizing and responding to young children’s mental health needs. However, only the group of ECEs who had mental health focused training in college were more confident in recognizing and responding to their own mental health needs. Given that ECE mental health is associated with their ability to support the young children whom they work with (Zinsser et al., 2013 ) and related to their stress and burnout (Whitaker et al., 2015 ), this is important to consider. One possible reason for this finding is that college level courses can provide more in-depth information than professional development sessions. Therefore, ECEs who have had college level mental health focused courses may have learned more about topics related to their own mental health as well as that of young children.

Addressing ECEs’ stress and burnout is an essential issue in early education, both to support the educators working in these spaces (Whitebook & Sakai, 2004 ) and because of the impact that educator wellbeing has on young children in their care (Logan et al., 2020 ; Whitaker et al., 2015 ). The present study examined factors that ECEs related to their level of stress and burnout. Qualitative themes were either related to relational and mental health supports or systemic changes. Like prior research (National Research Council, 2015 ), respondents indicated that they need additional support with their own mental health and systems that recognize and support their work (Logan et al., 2020 ). Collegial workplace relationships (Eadie et al., 2021 ) and mental health coaching (Conners Edge et al., 2021 ), both of which are relationally based, have shown evidence of buffering ECEs against some of the stress that they experience.

Numerous studies have demonstrated the importance of positive mental health and supporting young children’s mental health to support later academic and general success (Shonkoff & Phillips, 2000 ). Yet, often young children’s mental health needs are not identified early, and young children frequently exhibit challenging behaviors, some of which are related to mental health needs, and are described by ECEs as their biggest challenge (Hemmeter et al., 2008 ). In turn, young children’s challenging behaviors and mental health needs are linked to ECE stress and burnout (Whitaker et al., 2015 ). Given the high rate of turnover amongst ECEs (National Research Council, 2015 ), a better understanding of workforce challenges is vital. The current study adds to the existing literature by further describing the role of ECE training and perceptions related to mental health.

Limitations and Future Directions

Findings from the present study add to the existing literature in several ways, but they are not without their limitations. First, the current study sampled early childhood educators from a single state database, which presents a sampling bias, and it is not clear whether the results generalize to other contexts. In addition, the present research did not ask about certain demographic characteristics, such as respondent socioeconomic status or information about the child population they serve. Future research should continue to sample ECEs in various geographic locations who encompass a wide range of identities. The current sample was demographically homogeneous, although like the early childhood field as a whole in that respondents were overwhelmingly White and female-identifying (Whitebook et al., 2018 ) and may indicate a response bias. Nonetheless, it is important that future studies try to gather information from ECEs from other demographic groups to ensure representation in the research. Second, the use of self-reported stress has limitations as well. Although perception of stress (Schreyer & Krause, 2016 ) is important, objective physiological metrics (e.g. cortisol sampling) should also be considered in future research. Lastly, there were some limitations in what we were able to ask related to stress, burnout, and mental health, due to concerns about the sensitivity of these topics. Therefore, it is possible that asking more in-depth questions about ECEs experiences would have yielded different findings.

Early childhood educators encounter young children with behavioral challenges and mental health needs regularly in their work and their ability to respond effectively has lasting impacts on each individual child and on the collective functioning of our communities. Yet, the comfort ECEs have in recognizing and responding to these needs is inconsistent and influenced by their training. Given the importance of addressing these needs, both for the mental wellness and workplace satisfaction of ECEs and their ability to support the young children in their care, it is important that ECEs have competence in supporting young children’s mental health and challenging behaviors. Furthermore, to continue to have an early childhood workforce, there must be mental health professionals available to support ECEs. Given the importance of early care and education for the youngest members of our community, addressing their needs and challenges, as well as those of the professionals working with them is essential. Ultimately, confronting the concerns that impact ECEs and the children in their care has far reaching impacts that are beneficial to society.

Below is the link to the electronic supplementary material.

Declarations

We have no known conflict of interest to disclose.

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Trending Topic Research File

Early education, including preschool, prekindergarten, and programs such as Head Start, is a robust area of education research. In recent years, AERA’s journals - through research articles, essays, and book reviews and responses - have examined many aspects of the early education, including:

• Curricular and instructional models
• Effect on reading and math skills
• Persistence of effects

The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding early education published since 2004. This page will be updated as new articles are published. 

AERA Journal Articles

Note: Articles are listed below in reverse chronological order of publication.

Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children Between the Ages of 3 and 5 Years Old Abbie Cahoon, Carolina Jiménez Lira, Nancy Estévez Pérez, Elia Veronica Benavides Pando, Yanet Campver García, Daniela Susana Paz García, Victoria Simms Review of Educational Research, November 2023 Researchers found that home-based interventions had minimal effect on literacy and mathematical outcomes for preschoolers.

Segregating Gotham’s Youngest: Racial/Ethnic Sorting and the Choice Architecture of New York City’s Pre-K for All Douglas D. Ready, Jeanne L. Reid American Educational Research Journal, August 2023 Researchers found that a majority of PKA segregation lies within local communities, and that areas with increased options and greater racial/ethnic diversity exhibit the most extreme segregation.

State-Funded Pre-K and Children’s Language and Literacy Development: The Case of COVID-19 Elizabeth Burke Hadley, Siyu Liu, Eunsook Kim, Meaghan McKenna Educational Researcher, June 2023 Researchers found that COVID-19 closures did not have significant negative impacts on pre-K children’s language and literacy skills at kindergarten entry.

“Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy Emily Machado, Maggie R. Beneke, Jordan Taitingfong American Educational Research Journal, March 2023 Researchers found that collaborative, creative, and pedagogical writing supported early childhood teachers in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools.

Universal Pre-K and College Enrollment: Is There a Link? William T. Gormley, Jr., Sara Amadon, Katherine Magnuson, Amy Claessens, Douglas Hummel-Price AERA Open, January 2023 Researchers found that college enrollment was 12 percentage points higher for Tulsa pre-K alumni compared with former students who did not attend Tulsa pre-K or Head Start.

Teacher Turnover in Early Childhood Education: Longitudinal Evidence From the Universe of Publicly Funded Programs in Louisiana Laura Bellows, Daphna Bassok, Anna J. Markowitz Educational Researcher, November 2022 Researchers found that turnover is particularly high among childcare teachers (compared to teachers at Head Start or school-based pre-kindergarten), teachers of toddlers, and teachers new to their sites.

Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five Lauren M. Cycyk, Stephanie De Anda, Katrina L. Ramsey, Bruce S. Sheppard, Katharine Zuckerman Educational Researcher, October 2022 Researchers found that attending to children’s intersecting ethnicity and language backgrounds in referral, evaluation, and placement add nuance to examinations of disproportionality.

The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS Joy Lorenzo Kennedy, Claire G. Christensen, Tiffany Salone Maxon, Sarah Nixon Gerard, Elisa B. Garcia, Janna F. Kook, Naomi Hupert, Phil Vahey, Shelley Pasnik American Educational Research Journal, July 2022 Researchers examined whether free educational videos and digital games supported children’s ability to use informational text to answer real-world questions.

Racial and Socioeconomic Disparities in the Relationship Between Children’s Early Literacy Skills and Third-Grade Outcomes: Lessons From a Kindergarten Readiness Assessment Walter A. Herring, Daphna Bassok, Anita S. McGinty, Luke C. Miller, James H. Wyckoff Educational Researcher , April 2022 Researchers found significant racial and socioeconomic differences in the likelihood that a child will be proficient on their third-grade reading assessment.

Democratizing Creative Early Educational Experiences: A Matter of Racial Justice Mariana Souto-Manning, Abby C. Emerson, Gina Marcel, Ayesha Rabadi-Raol, Adrielle Turner Review of Research in Education , April 2022 This review of literature sheds light on the problems, obstacles, promises, and possibilities of democratizing creative educational experiences in racially just ways across settings, thereby having significant implications internationally.

A Systematic Review of Early Childhood Exclusionary Discipline Katherine M. Zinsser, H. Callie Silver, Elyse R. Shenberger, Velisha Jackson Review of Educational Research , January 2022 Results show an accelerating pace of inquiry that attends to multiple levels of the ecological system across diverse settings.

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study Carrie E. Markovitz, Marc C. Hernandez, E. C. Hedberg, Heidi W. Whitmore American Educational Research Journal , December 2021 Researchers found that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices During Coaching Emily C. Hanno Educational Researcher , November 2021 Results indicated that emotional support and classroom organization practices improved immediately after any coaching cycle, whereas others, like instructional support and literacy focus practices, only changed after cycles focused on those specific practices.

Linking Features of Structural and Process Quality Across the Landscape of Early Education and Care Emily C. Hanno, Kathryn E. Gonzalez, Stephanie M. Jones, Nonie K. Lesaux AERA Open, September 2021 Researchers found that group size and child-to-adult ratio were most consistently linked to children’s experiences but educator education, experience, and curriculum usage were largely unrelated.

Impact of the Tennessee Voluntary Prekindergarten Program on Children’s Literacy, Language, and Mathematics Skills: Results From a Regression-Discontinuity Design Georgine M. Pion, Mark W. Lipsey AERA Open, September 2021 Researchers found that a regression-discontinuity design with a statewide probability sample of 155 TN-VPK classrooms and 5,189 children participating across two pre-K cohorts found positive effects at kindergarten entry with the largest effects for literacy skills and the smallest for language skills.

Kindergarten in a Large Urban District Mimi Engel, Robin Jacob, Amy Claessens, Anna Erickson Educational Researcher , August 2021 Researchers found that kindergartners spend the majority of instructional time on reading and mathematics, with little time devoted to other subjects. 

Racial Disparities in Pre-K Quality: Evidence From New York City’s Universal Pre-K Program Scott Latham, Sean P. Corcoran, Carolyn Sattin-Bajaj, Jennifer L. Jennings Educational Researcher , July 2021 Researchers found the average quality of public pre-K providers is high. However, they identified large disparities in the average quality of providers experienced by Black and White students, which is partially explained by differential proximity to higher quality providers.

Testing a Theoretical Assumption of a Learning-Trajectories Approach in Teaching Length Measurement to Kindergartners Julie Sarama, Douglas H. Clements, Arthur J. Baroody, Traci S. Kutaka, Pavel Chernyavskiy, Jackie Shi, Menglong Cong AERA Open , June 2021 Researchers found that instruction following LTs (i.e., providing instruction just beyond a child’s present level of thinking, progressing through the levels in order as the child advances) may promote more learning than an equivalent amount of instruction using the same activities but that are not theoretically sequenced.

Systemwide Quality Improvement in Early Childhood Education: Evidence From Louisiana Daphna Bassok, Preston Magouirk, Anna J. Markowitz AERA Open, May 2021 Researchers found systemwide quality and improvement trends over a period of targeted investment in quality improvement statewide using 4 years of data from a mandatory, statewide QRIS covering subsidized child care, Head Start, and state prekindergarten.

A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten Lora Cohen-Vogel, Michael Little, Wonkyung Jang, Margaret Burchinal, Mary Bratsch-Hines AERA Open , April 2021 Researchers found that 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K.

Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills James Kim, Joshua Gilbert, Qun Yu, Charles Gale AERA Open, April 2021 Researchers found that the positive overall effect masks substantial variability in app effectiveness, as meta-regression analyses revealed three significant moderators of treatment effects.

Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible Susanne Garvis, Sivanes Phillipson, Shane N. Phillipson Review of Research in Education , April 2021 Researchers found that Australian research in ECEC is very dissimilar to research published internationally, especially in its reliance on qualitative paradigms and a focus on the educators (principals, teachers, and teacher aides). 

English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings Ilana M. Umansky, Hanna Dumont American Educational Research Journal, March 2021 Researchers found that EL classification results in lower teacher perceptions.

Investigating Young Children’s Conceptualizations of Disability and Race: An Intersectional, Multiplane Critique Margaret R. Beneke Educational Researcher , February 2021 This essay proposes the need for intersectional, multiplane qualitative data generation in studying young children’s disability and race conceptualizations to account for the ways intersecting, oppressive ideologies are perpetuated in young children’s worlds.

Finding Rigor Within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program Natalia M. Rojas, Pamela Morris, Amudha Balaraman AERA Open , December 2020 This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts.

Elusive Longer-Run Impacts of Head Start: Replications Within and Across Cohorts Remy Pages, Dylan J. Lukes, Drew H. Bailey, Greg J. Duncan Educational Evaluation and Policy Analysis , August 2020 This study replicated and extended Deming’s evaluation of Head Start’s life cycle skill formation impacts in three ways.

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status Meghan P. McCormick, Mirjana Pralica, Paola Guerrero-Rosada, Christina Weiland, JoAnn Hsueh, Barbara Condliffe, Jason Sachs, Catherine Snow American Educational Research Journal , July 2020 Researchers found that growth in skills slowed during summer for all children, but the patterns varied by domain and group.

Exploring the Impacts of an Early Childhood Educational Intervention on Later School Selection Tyler Watts, Deanna Ibrahim, Alaa Khader, Chen Li, Jill Gandhi, Cybele Raver Educational Researcher , June 2020 Researchers found that adolescents who participated in an early childhood educational intervention program were more likely to opt out of their assigned neighborhood school and attend schools with better indicators of academic performance.

Trends in Children’s Academic Skills at School Entry: 2010 to 2017 Megan Kuhfeld, James Soland, Christine Pitts, Margaret Burchinal Educational Researcher, June 2020 Researchers found that kindergarteners in 2017 had moderately lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.

Helping Parents Navigate the Early Childhood Education Enrollment Process: Experimental Evidence From New Orleans Lindsay Weixler, Jon Valant, Daphna Bassok, Justin B. Doromal, Alica Gerry Educational Evaluation and Policy Analysis , June 2020 Researchers found that text message reminders increased verification rates by seven percentage points (regardless of tone) and that personalized messages increased enrollment rates for some groups.

Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills? Merel de Bondt, Ingrid A. Willenberg, Adriana G. Bus Review of Educational Research , May 2020 The findings corroborate the assumption that book giveaway programs promote children’s home literacy environment, which subsequently results in more interest in reading and children scoring higher on measures of literacy-related skills prior to and during the early years of school.

When Does Inequality Grow? A Seasonal Analysis of Racial/Ethnic Disparities in Learning From Kindergarten Through Eighth Grade Megan Kuhfeld, Dennis J. Condron, and Douglas B. Downey Educational Researcher , May 2020 Researchers found that Black-White achievement gaps widen during school periods and shrink during summers, whereas Asian students generally pull ahead of White students at a faster rate during summers.

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions Dana Murano, Jeremy E. Sawyer, Anastasiya A. Lipnevich Review of Educational Research , March 2020 Researchers found that preschool children benefit from social and emotional learning interventions in different contexts, particularly children who are identified as being in need of early intervention.

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool Americo N. Amorim, Lieny Jeon, Yolanda Abel, Eduardo F. Felisberto, Leopoldo N. F. Barbosa, Natália Martins Dias Educational Researcher , March 2020 Researchers found that the experimental classrooms that used the 20 games in a game-enhanced educational program for 3 months gained 68% in their reading scores compared to control classrooms.

Preschool Mathematics Intervention Can Significantly Improve Student Learning Trajectories Through Elementary School Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements AERA Open , October 2019 Researchers found that students who receive a short-term intervention in preschool exhibit significantly steeper growth curves as they approach their eventual skill level.

Digital or Print? A Comparison of Preschoolers’ Comprehension, Vocabulary, and Engagement From a Print Book and an e-Book Stephanie M. Reich, Joanna C. Yau, Ying Xu, Tallin Muskat, Jessica Uvalle, Daniela Cannata AERA Open , September 2019 Researchers found that e-books offer many, but not all, of the same educational affordance as print books.

The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children’s School Readiness Allison Atteberry, Daphna Bassok, Vivian C. Wong Educational Evaluation and Policy Analysis , September 2019 Researchers found that the full-day pre-K offer produced substantial, positive effects on children’s receptive vocabulary skills and teacher-reported measures of cognition, literacy, math, physical, and socioemotional development.

The Moderating Effect of Neighborhood Poverty on Preschool Effectiveness: Evidence From the Tennessee Voluntary Prekindergarten Experiment Francis A. Pearman, II American Educational Research Journal , September 2019 The study found that pre-K had no measurable impact on children’s third-grade math achievement regardless of children’s neighborhood conditions. However, pre-K significantly improved third-grade reading achievement for children living in high-poverty neighborhoods.

Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems Terri J. Sabol, Emily C. Ross, Allison Frost American Educational Research Journal , July 2019 Researchers found that average center-level quality was not related to children’s development. However, differences in within-center classroom instructional quality were related to children’s academic and social skills.

Educational and Fun? Parent Versus Preschooler Perceptions and Co-Use of Digital and Print Media Gabrielle A. Strouse, Lisa A. Newland, Daniel J. Mourlam AERA Open , July 2019 This study highlighted a contrast between how parents and children view media and suggests that parents might better facilitate children’s digital media use by creating more interactive digital media co-use opportunities.

A Digital Early Spelling Game: The Role of Auditory and Visual Support Adi Elimelech, Dorit Aram AERA Open , June 2019 Researchers found that a digital game can help preschoolers progress in their spelling skills without the support of an adult. Auditory support is important, and the visual support significantly adds to children’s spelling performance.

Exploring Associations Between Playgroup Attendance and Early Childhood Development at School Entry in Australia: A Cross-Sectional Population-Level Study Alanna Sincovich, Tess Gregory, Yasmin Harman-Smith, Sally Anne Brinkman American Educational Research Journal , June 2019 Researchers found that children who attended playgroup had better development at school entry relative to those who had not attended playgroup.

Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children He Sun, Jieying Loh, Adam Charles Roberts AERA Open , May 2019 Researchers found that children in the animated condition outperform their counterparts in total fixation duration, target word production, and storytelling of one of the stories.

Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores Diane M. Early, Weilin Li, Kelly L. Maxwell, Bentley D. Ponder AERA Open , May 2019 Researchers found that among children enrolled in free or reduced-price lunch, participation in Georgia’s Pre-K was associated with higher test scores and greater likelihood of scoring proficient or above; however, the opposite was true for children not enrolled in free or reduced-price lunch.

Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Candace Joswick, Christopher B. Wolfe American Educational Research Journal , April 2019 Researchers evaluated a hypothesis of learning trajectories that instruction should be presented (only) one learning trajectory level beyond a child’s present level in the domain of early shape composition.

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents Courtney A. Zulauf, Katherine M. Zinsser American Educational Research Journal , March 2019 Researchers found that teachers who had more negative perceptions of parents and perceived less center support working with parents were more likely to have requested a removal of a child in the past year.

Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review Matthew Manning, Gabriel T. W. Wong, Christopher M. Fleming, Susanne Garvis Review of Educational Research , March 2019 Researchers found that higher teacher qualifications are significantly correlated with higher quality ECEC environments.

207 Early Childhood Education Research Topics & Essay Examples

📝 early childhood education research papers examples, 🎓 simple research topics about early childhood education, 👍 good early childhood education essay topics to write about, ⭐ interesting topics to write about early childhood education, ✅ easy early childhood education topics for an essay, 🏆 best early childhood education essay titles, ✍️ early childhood education essay topics for college, ❓ early childhood education research questions.

• Environment in Early Childhood Education The paper reviews the history of early education and argues that the context and environment is the key strategy applied to the modern education of young children.
• Early Education Learning Theory The paper describes the learning theory of early education and its importance, effective teacher and learning environment and characteristics.
• Curricular Issues in Early Childhood Education In the unit, “Curricular Issues,” Paciorek asserts that teachers have a role to inspire, encourage and influence children in the learning process.
• Early Childhood Studies: Current Issues and Trends The changing demographics in early childhood have increased the complexity of childhood professional practice, owing to the need to fulfill the demands for cultural and linguistic diversity.
• Early Childhood Education Standards and Practices The purpose of developmentally appropriate practice in early childhood education is to address the issues of individual ways of children's development.
• Children’s Early Learning and Development The traditional approach to early childhood learning and development entails teachers’ typical use of themes to plan and generate the curriculum.
• Early Childhood Education: Studies Review Studies on early childhood education have been conducted in various countries. This paper reviews three studies that were conducted in Germany, Netherlands and the USA.
• Teaching Philosophy in Early Childhood Development The five domains of early childhood development constitute the early development instrument perspective, from which an important aspect of teaching philosophy can be explored.
• Early Childhood Profession in Australia This report analyses the state of early childhood profession in Australia. Numerous features characterise early childhood profession.
• Little Steps Early Childhood Care Center's Practices The essay investigates how Little Steps Early Childhood Care Center's practices are aligned with the National Association for the Education of Young Children Principles.
• Educational Leadership for Children's Needs The present issues in early childhood education management and leadership prove that educational leaders need to pay more attention to the quality of leadership.
• Intervention for Young Children with Learning Disabilities This paper discusses strategies that teachers could use to educate children with learning disabilities and how the Response to Intervention could support their educational outcomes.
• American Special Education and Early Intervention Early remedial intervention might be used to address speech problems resulting from a hearing loss. Early special education interventions have many salient features.
• Bilingual Education and Preschoolers' Development There are several theories in child development that directly or indirectly discuss the implications of bilingual education and show the importance of bilingual education.
• Maria Montessori and Her Three Education Theories Maria Montessori transformed early childhood education through her theories of early childhood education. Scholars consider Montessori to be among the earliest educators.
• Quality Early Childhood Program Comprehensive services are the component that improves the care given to the children within the educational facility.
• Early Childhood Education: Leadership and Management Being a teacher means taking on a number of diverse roles. A teacher is a leader who should have the ability to manage children's talents and capabilities.
• Engaging the Learner in the Early Years of Schooling The following project report is preparation of education plans for five- year-old Indonesian children who are now growing up in the alien lands of Sydney in Australia.
• Developmentally Appropriate Activities for Toddlers The study sample includes a book aimed at developing toddlers’ cognitive skills and gross motor behavior, a go-get interactive game, and a video on learning colors.
• Early Childhood Political and Pedagogical Landscape In New Zealand the government fails to hire qualified teachers in pre-school centres and child minding facilities. This condition can affect the quality of education for children.
• Sloth Sky Preschool: Curriculum Context Sloth Sky Preschool offers center-based care for preschool/kindergarten children as a part of a school. Based on the location, the school is near Penguin Ocean Primary School.
• Language and Literacy in Early Childhood Literacy is a powerful tool for dealing with problems in society. Parents should invest in the intellectual development of their children and provide access to books at home.
• The Educational Process in Early Childhood The use of a method including all types of indicators will signify the precise results of the conducted study and contribute to the development of educational strategies.
• Ethical Dilemmas in Early Childhood Education One of the core ideas of ethics in early childhood education is that both a child's and a family's interests are essential in children's development.
• Special Education for Children of Kindergarten and Third-Grade Levels Special education is designed to address the needs of students with specific disabilities in a very individual manner.
• Literacy Development for Preschoolers The article focuses on the importance of early literacy development in preschoolers and methods that will help teachers in this.
• Childcare Facilities Analysis All childcare facilities should adhere to safety measures and have staff that is sufficiently trained to handle children as well as respond to unexpected childcare situations.
• An Ethical Dilemma With a Child in a Preschool Classroom An ethical dilemma with a child in a preschool classroom stemming from a situation when a child does not want to comply with a particular EC institution’s standard schedule.
• The Child Assessment Cycle in Education The purpose of this paper is to describe the child assessment cycle and related teacher responsibilities and explain how the child assessment cycle benefits students.
• Early Childhood Safety Considerations Ensuring a young child’s safety is of utmost importance, especially when this task is entrusted to an early childhood specialist; caring for children is a great responsibility.
• Early Childhood Education Children growing in proper care and correct guidance in their childhood education are more successful in their interactions with others, popular and more at ease in life.
• Early Interventions in Rocking Behaviours of Children With Autism This paper provides an insight of the available behavioral interventions of improving learning outcomes of children with rocking behaviors.
• Quality Early Childhood Education Program The educators, supervisors and caregivers involved into work with children are to be properly trained and master the practice of teaching including all techniques and methods.
• Child Development From Birth to Three Years and the Role of Adults The period between 0 and 3 years is one of the most influential times for a child’s growth, development, and understanding of life basics.
• The Aspects of Purposeful Preschool Program The article argues class management is one of the key components of teaching practice as it can ensure the proper development and academic achievement of preschool children.
• Literacy Development for Children Birth in 3rd Grade Early childhood is characterized by the rapid development of human mental abilities, enabling individuals to acquire all fundamental literacy skills by eight years
• Preschool Teacher Practice Rotation Experience Preschool experience plays a pivotal role in a person’s development, as it lays the foundation for their character
• The United Arab Emirates Early Education Policy The UAE Early Education Policy will help to update the educational system so that students could acquire the necessary skills in a more efficient manner.
• Social Inclusion Policy in Early Years Education It is crucial to promote the quality of the inclusion policy and increase coordination between families, communities, and schools.
• Play-Based Philosophy for Early Childhood Education Play-based educational programs use games as a context for learning, where preschoolers can explore, discover, solve problems, and experiment in playful and imaginative ways.
• Overcoming Stereotypes in Early Childhood Education Overcoming stereotypes in early childhood education is essential for raising children who would recognize all people around them as equals and treat them with respect.
• The Meaning of Early Childhood Educator Encouraging early childhood development is vital for assisting a child in gaining the knowledge and skills appropriate for their age at a later stage of their life.
• Using Data in Preschools: Data Collection Data drives every aspect of teaching, especially when there is a need to teach young children. Teachers need to see where the kids are thriving and the gaps that need to be filled.
• Attachment and Its Role in Child Development Rapid brain development occurs during the first three years of life, and a child’s attachment to the caregiver or parent significantly affects this domain.
• College of Early Childhood Educators and Its Aims College of Early Childhood Educators protects the public and controls accountability of the profession, the ones who use the professional position of Early Childhood Educator.
• Preschooler Education Overview The article "Preschoolers (3-5 years of age)" describes preschoolers' development milestones aged between 3 to 5 and suggests some positive parenting tips.
• "Teaching Strategies for Preschool Educators" Analysis The article focuses on the main teaching strategies used in preschool education. The first strategy is the promotion of early literacy.
• Preschoolers Education and Activities for Children The activities for children should be appropriate for everyone within the class. Preschoolers must be encouraged to play and learn.
• Early Childhood Educator: Pedagogical Mission and Approach An early childhood educator is an important figure in a child’s life. Aside from providing knowledge, one should facilitate child's socialization and transmit universal values.
• Early Education in California The outcome of the assessment has a direct influence on the development of programs, their financing, and overall continuation.
• Language Acquisition in Toddlers and Infants Language acquisition in toddlers starts from their communication with the environment. A friendly environment and proper materials allow for simplifying the language learning process
• Strategies for Including Children with Special Needs in Early Childhood Settings This book seems to be a useful guide to understand not only the approach to Exceptional Student Education but also adapting children’s daily activities and working in a team.
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• Early Childhood Education China vs US
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• Early Childhood Education: Impact on Cognitive and Social Development
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• The Personal and Public Benefits of Early Childhood Education
• Early Childhood Education Past and Present
• Factors That Influence Early Childhood Education Programs
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• Factors Militating Against the Implementation of Early Childhood Education as a Grass Root for Sustainable Peace in Nigeria
• Colour Psychology and its Effects on the Early Years’ Learning Environment Colour can affect a child’s perception of the environment, and this process can alter the development of personality, which includes mental development.
• Early Childhood Education and Social Inequalities
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• Early Childhood Education and Developmental Delays
• Primary Caregiving for Toddlers in Early Childhood Education
• Early Childhood Education: Raising Children the Right Way
• Music and Movement Early Childhood Education
• Early Childhood Education for English Language Learners
• Montessori Educational Approach and Early Childhood Education
• Early Childhood Education and Economic Growth
• Helpful Hints for Developing Fine Motor Skills in Early Childhood Education
• Playful Learning and Pedagogies Within Early Childhood Education
• Early Education and Developmental Disabilities The most vital component of this paper is the promotion of tools that allow parents and educators to better recognize signs of early developmental disabilities.
• Economics and Early Childhood Education
• Autonomy Within the Early Childhood Education Field
• Early Childhood Education Science Curriculum
• Brain Development and Early Childhood Education
• Early Childhood Education Howard Gardner and Jean Piaget
• What Are the New Directions and Early Childhood Education of Mexican Children?
• How Does Good Early Childhood Education Affect Racism?
• Does the Turkish Early Childhood Education Program Is Cultural?
• What Is Quality Early Childhood Education?
• What Are the Benefits From Early Childhood Education?
• How the Prevailing National Political Situation Is Affecting Early Childhood Education?
• What Is the Impact of Demographic Fluctuations on Early Childhood Education in Iran?
• What Are the Famous Early Childhood Education Programs?
• What Are the Three Indicators of Quality-Related to Early Childhood Education?
• Who Bears the Cost of Early Childhood Education and How Does It Affect Enrolment?
• Fending off Fadeout: How Do We Sustain the Gains of Early Childhood Education?
• What Is the Impact of John Dewey on Early Childhood Education?
• What Is the Impact of Early Childhood Education on Technology?
• What Is the Impact of Multicultural Literature on Early Childhood Education?
• What Are Piaget’s Theories in Early Childhood Education?
• Why is Early Childhood Education Is Important?
• What Communication Skills Are Needed for Early Childhood Education?
• What Are the Early Childhood Education Standards as the Learning Objectives of the Curriculum?
• What Are the Main Concepts in Early Childhood Education?
• How Is the Integration of Art Into Early Childhood Education?
• What Are the Current Problems and Trends in Evaluation in Early Childhood Education?
• How Does Education in Early Childhood Influence Life?
• Early Childhood Education: What Activities in the Curriculum Will Extend?
• What Are Jean Rousseau’s Views on Early Childhood Education?
• What Is the Importance of the Family in Preschool Education?
• What Are the Areas of Early Childhood Education?
• What Is Kindergarten Theory in Early Childhood Education?
• What Is the Impact and Use of Mobile Media in Early Childhood Education?

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Teacher Questioning Practices in Early Childhood Science Activities

• Published: 08 July 2020
• Volume 49 , pages 375–384, ( 2021 )

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• Erin Hamel   ORCID: orcid.org/0000-0002-9890-8484 1 ,
• Yuenjung Joo 1 ,
• Soo-Young Hong 1 &
• Anna Burton 2  

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A Correction to this article was published on 13 August 2020

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This study explores teachers’ use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science or non-science related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored with no significant differences found. Results indicate that collaborative science exploratory activities may be an ideal context for increasing teacher’s use of open-ended questions. Background and training of teachers may also play a role in the use of open-ended questions in a science activity context.

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A Correction to this paper has been published: https://doi.org/10.1007/s10643-020-01098-6

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Hamel, E., Joo, Y., Hong, SY. et al. Teacher Questioning Practices in Early Childhood Science Activities. Early Childhood Educ J 49 , 375–384 (2021). https://doi.org/10.1007/s10643-020-01075-z

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Benton, A. L. (2020). An Autoethnographic Tale of One Louisiana Mother’s Personal Journey of Fostering and Adopting: The Impact of the Fostering Process Versus the Fostering Process in Classrooms. Journal of Foster Care, 1(1), 23-35.

DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.

Reames, H. Sistrunk, C., Prejean, J., & DiCarlo, C.F. (2016). Advocating for recess: Preservice teachers perspectives on the advocacy process. Journal for Service-Learning, Leadership, and Social Change.

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DiCarlo, C., Baumgartner, J., Ota, C., & Brooksher, M. (in review). Recommended practice in whole-group instruction: Increasing child attention. International Journal of Early Years Education.

DiCarlo, C., Deris, A., & Deris, T. (in review). mLearning versus paper & pencil practice for telling time: Impact for attention & accuracy. Journal of Elementary Education.

DiCarlo C. F., Baumgartner, J. J., Ota, C.L., Deris, A.R. & Brooksher, M.H. (2020) Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, DOI: 10.1080/00168890.2020.184840

DiCarlo, C.F., Baumgartner, J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-aged children. Journal of Research in Childhood Education, 30(2), 143-152.

DiCarlo, C.F., Geary, K. E., & Ota, C.L.  (2016). The impact of choice on child sustained attention in the preschool classroom. Journal of Research Childhood Education.

DiCarlo, C.F., Baumgartner, J., Pierce, S.H., Harris, M.E., & Ota, C. (2012). Whole group instruction practices and young children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Pierce, S., Baumgartner, J.J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Baumgartner, J., Schellhaas, A., & Pierce,S., (2012). Using Structured Choice to Increase Child Engagement in Low Preference Centers. Early Child Development & Care, 183(1), 109-124.

Isbell, D. (2019). Intermediate and High School Band. In Conway, C., Stanley, A., Pelligrino, K., and West, C. (Eds.), Handbook of Preservice Music Teacher Education. Oxford Publishing

Isbell, D. and Stanley, A. M. (2011).  Keeping instruments out of the attic: The concert band experiences of the non-music major. Music Education Research International,5, 22-32

Isbell, D. (2006). The Steamboat Springs high school ski band 1935-2005.  Journal of Historical Research in Music Education, 28(1), 21-37.

Caregiver Health and Identity

Baumgartner, J., Carson, R., Ota, C., DiCarlo, C., Bauer, R. (in review). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Early Child Development and Care.

Bergen, D., Lee, L., Dicarlo, C. & Burnett, G. (2020). Enhancing Young Children’s Brain Development in Infants and Young Children: Strategies for Caregivers and Educators. New York, NY: Teacher’s College Press.

DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (in press). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal.

Chiang, C.J.,Jonson-Reid, M., & Drake, B. (2020). Caregiver physical health and child maltreatment reports and re-reports. Children and Youth Services Review, 108, 104671.

Baumgartner, J., & DiCarlo, C.F. (2013). Reducing workplace stress. Childcare Exchange. May/June, 60-63.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2013). Provider stress and children's active engagement. Journal of Research in Childhood Education, 27, 1-13. doi: 10.1080/02568543.2012.739588

Baumgartner, J., DiCarlo, C., & Apavaloie, L. (2011). Finding more joy in teaching children. Dimensions, 39(2), 34-38.

Isbell, D. (2008) Musicians and Teachers: The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56(2). 162-178.

Child Health

Shon, E., Choe, S, Lee, L., & Ki, Y. (In Press). Influenza Vaccination among U.S. College or University Students: A Systematic Review. American Journal of Health Promotion.

Fowler L.A., Grammer A.C., Staiano A.E., Fitzsimmons-Craft E.E., Chen L., Yaeger L.H., & Wilfley D.E. (2021). Harnessing technological innovations for childhood obesity prevention and treatment: A systematic review and meta-analysis of current applications. International Journal of Obesity.

Kepper M.M., Walsh-Bailey C., Staiano A.E., Fowler L., Gacad A., Blackwood A., Fowler S., & Kelley M. (2021). Health Information Technology use among healthcare providers treating children and adolescents with obesity: A systematic review. Current Epidemiology Reports.

Staiano, A.E., Shanley, J.R., Kihm, H., Hawkins, K.R., Self-Brown, S., Hӧchsmann, C., Osborne, M., LeBlanc, M.M., Apolzan, J.W., & Martin, C.K. (2021). Digital tools to support family-based weight management for children: Mixed methods pilot and feasibility study. Pediatrics and Parenting. 4(1) doi: 10.2196/24714 PMID: 33410760

Antczak, D., Lonsdale, C., Lee, J., Hilland, T., Duncan, M.J., del Pozo Cruz, B., Hulteen, R.M., Parker, P. and Sanders, T. (2020). Physical Activity and Sleep are Weakly Related in Children: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews, 51, doi: 10.1016/j.smrv.2020.101278 

Olson KL, Neiberg R, Espeland M, Johnson K, Knowler W, Pi-Sunyer X, Staiano AE, Wagenknecht L, & Wing RR. (2020) Waist circumference change during intensive lifestyle intervention and cardiovascular morbidity and mortality in the Look AHEAD trial. Obesity.

Kracht CL, Katzmarzyk PT, & Staiano AE. (2020) Comparison of abdominal visceral adipose tissue measurements in adolescents between magnetic resonance imaging and dual energy x-ray absorptiometry. International Journal of Obesity.

Kracht CL, Webster E, & Staiano AE. (2020). A natural experiment of state-level physical activity and screen-time policy changes: Early childhood education (ECE) centers and child physical activity. BMC Public Health.

Fearnbach SN, Johannsen NM, Martin CK, Beyl RA, Hsia DS, Carmichael CT, & Staiano AE. (2020) A pilot study of cardiorespiratory fitness, adiposity, and cardiometabolic health in youth with overweight and obesity. Pediatric Exercise Science.

Webster E, & Staiano AE. (2020) Extended heavy television viewing may impact weight long-term in adolescents. Journal of Adolescent Health.

Kepper MM, Staiano AE, Katzmarzyk PT, Reis RS, Eyler AA, Griffith DM, KendallML, ElBanna B, Denstel KD, & Broyles ST. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health and Place.

Kracht CL, Joseph ED, & Staiano AE. (2020). Video games, obesity, and children. Current Obesity Reports.

Kracht CL, Champagne CM, Hsia DS, Martin CK, Newton RL, Katzmarzyk PT, & Staiano AE. (2020). Association between meeting physical activity, sleep, and dietary guidelines and cardiometabolic risk factors and adiposity in adolescents. Journal of Adolescent Health.

Hulteen, R.M., Waldhauser, K.J. and Beauchamp, M.R. (2019). Promoting Health-Enhancing Physical Activity: A State-of-the-Art Review of Peer-Delivered Interventions. Current Obesity Reports, 8, 341-353. doi: 10.1007/s13679-019-00366-w (invited)

Kracht CL, Chaput JP, Martin CK, Champagne CM, Katzmarzyk PT, & Staiano AE. (2019). Associations of sleep with food cravings, diet, and obesity in adolescence. Nutrients.

Joseph E, Kracht CL, St. Romain J, Allen AT, Barbaree C, Martin CK, & Staiano AE. (2019). Young children’s screen-time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health.

Staiano AE, Adams MA, & Norman GJ. (2019). Motivation for Exergame Play Inventory:  Construct validity and test-retest reliability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Hawkins KR, Apolzan JW, Staiano AE, Shanley JR, & Martin CK. (2019). Efficacy of a home-based parent training-focused weight management intervention for preschool children: The DRIVE randomized controlled pilot trial. Journal of Nutrition Education and Behavior.

Sandoval P, Staiano AE, & Kihm H. (2019). The influence of visual and auditory stimuli on intensity of physical activity in school-aged children. The Physical Educator.

Webster EK, Martin CK, & Staiano AE. (2019) Fundamental motor skills, physical activity, and screen-time in preschoolers. Journal of Sport and Health Science.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton R.L. (2018). A 12-week randomized controlled pilot study of dance exergaming in a group: Influence on psychosocial factors in adolescent girls. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Katzmarzyk PT, Denstel KD, Beals K, Carlson J, Crouter SE, McKenzie TL, Pate RR, Sisson SB, Staiano AE,Stanish H, Ward DS, Whitt-Glover M, & Wright C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity & Health.

Staiano AE, Kihm H, & Sandoval P. (2018). The use of competition to elicit high intensity physical activity during children’s exergame play. Journal of Family & Consumer Sciences.

Flynn, R.M.,Staiano, A.E., Beyl, R., Richert, R.A., Wartella, E. & Calvert, S.L. (2018). The influence of active gaming on cardiorespiratoryfitness in Black and Hispanic youth. Journal of School Health.

Staiano, A.E., Webster, E.K., Allen, A.T., Jarrell, A.R., & Martin, C.K. (2018). Screen-time policies and practices in early care and education centers in relationship to child physical activity. Childhood Obesity.

Staiano, A.E., Martin, C.K., Champagne, C.M., Rood, J.C., & Katzmarzyk, P.T. (2018). Sedentary time, physical activity, and adiposity in a longitudinal cohort of non-obese young adults. American Journal of Clinical Nutrition.

Staiano, A.E., Beyl, R.A., Guan, W., Hendrick, C.A., Hsia, D.S., & Newton, R.L. (2018). Home-based exergaming among children with overweight and obesity: A randomized clinical trial. Pediatric Obesity.

Staiano, A.E., Allen, A.T., Fowler, W., Gustat, J., Kepper, M.M., Lewis, L., Martin, C.K., St. Romain, J., & Webster, E.K. (2018). State licensing regulations on screen-time in childcare centers: An impetus for participatory action research. Progress in Community Health Partnerships:  Research, Education, and Action.

Heerman, W.J., Bennett, W.L., Kraschnewski, J.L., Nauman, E., Staiano, A.E., & Wallston, K.A. (2018) Willingness to participate in weight-related research among patients in PCORnet Clinical Data Research Networks. BMC Obesity.

Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Hulteen, R.M. and Lubans, D.R. Psychological, social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities. (2017). Psychology of Sport & Exercise, 32, 1-11. doi: 10.1016/j.psychsport.2017. 05.001

Katzmarzyk, P.T., & Staiano, A.E. (2017). Relationship between meeting 24-hour movement guidelines and cardiometabolic risk factors in children. Journal of Physical Activity & Health.

Staiano, A.E., Beyl, R.A., Hsia, D.S., Katzmarzyk, P.T., Mantzor, S., Newton, R.L., Jarrell, A., & Tyson, P. (2017). Step tracking with goals increases children’s weight loss in a behavioral intervention. Childhood Obesity

Staiano, A.E., Marker, A.M., Liu, M., Hayden, E., Hsia, D.S., & Broyles, S.T. (2017). Childhood obesity screening and treatment practices of pediatric healthcare providers. Journal of the Louisiana State Medical Society

Baranowski, T., Blumberg, F., Gao, Z., Kato, P.M., Kok, G., Lu, A.S., Lyons, E.J., Morrill, B.A., Peng, W., Prins, P.J., Snyder, L., Staiano, A.E., & Thompson, D. (2017) Getting research on games for health funded. Games for Health Journal.

Wilfley, D.E., Staiano, A.E., Altman, M., Lindros, J., Lima, A., Hassink, S.G., Dietz, W.H., & Cook, S. (2017). Improving Access and Systems of Care for Evidence-Based Childhood Obesity Treatment Conference W. Improving access and systems of care for evidence-based childhood obesity treatment: Conference key findings and next steps. Obesity.

Kihm H, Staiano AE, & Sandoval P. (2017) Project IPAL: To enhance the well-being of elementary school children. Journal of Family & Consumer Sciences 109(1) 54-56.

Staiano AE, Marker AM, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). A randomized controlled trial of dance exergaming for exercise training in overweight and obese adolescent girls. Pediatric Obesity. 12(2) 120-128.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Broyles ST. (2017). Family-based behavioral treatment for childhood obesity: Parent-reported barriers and facilitators. The Ochsner Journal. 17(1):83-92.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). Twelve weeks of dance exergaming in overweight and obese adolescent girls: Transfer effects on physical activity, screen time, and self-efficacy. Journal of Sport and Health Science.

Katzmarzyk PT, Denstel KD, Beals K, Bolling C, Wright C, Crouter SE, McKenzie TL, Pate RR, Saelens BE, Staiano AE, Stanish HI, & Sisson SB. (2016). Results from the United States of America's 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health.

Staiano AE, Morrell M, Hsia DS, Hu G, & Katzmarzyk PT. (2016) The burden of obesity, elevated blood pressure, and diabetes in uninsured and underinsured adolescents. Metabolic Syndrome and Related Disorders. 14(9), 437-441.

Staiano AE, Marker AM, Martin CK, & Katzmarzyk PT. (2016). Physical activity, mental health, and weight gain in a longitudinal observational cohort of nonobese young adults. Obesity, 24(9), 1969-1975.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Martin CK. (2016). Influence of screen-based peer modeling on preschool children's vegetable consumption and preferences. Journal of Nutrition Education and Behavior, 48(5), 331-335

Mackintosh KA, Standage M, Staiano AE, Lester L, & McNarry MA. (2016). Investigating the physiological and psychosocial responses of single-and dual-player exergaming in young adults. Games for Health Journal, 5(6), 375-381

Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, Kato PM, Lu AS, Maloney AE, Mellecker R, Morrill BA, Peng W, Shegog R, Simons M, Staiano AE, Thompson D, & Young K. (2016). Games for health for children-current status and needed research. Games for Health Journal, 5(1), 1-12.

Michel, G. F., Marcinowski, E. C., Babik, I., Nelson, E. L., & Campbell, J. M. (2015). An Interdisciplinary Biopsychosocial Perspective on Infant Development. In S. Calkins (Ed.) Handbook of Infant Development: A Biopsychosocial Perspective, 427-446. 

Staiano AE, Broyles ST, & Katzmarzyk PT. (2015). School term vs. school holiday: Associations with children's physical activity, screen-time, diet and sleep. International Journal of Environmental Research and Public Health, 12(8), 8861-8870.

Staiano AE, Harrington DM, Johannsen NM, Newton RL, Jr., Sarzynski MA, Swift DL, & Katzmarzyk PT. (2015). Uncovering physiological mechanisms for health disparities in type 2 diabetes. Ethnicity and Disease, 25(1), 31-37.

Marker AM, & Staiano AE. (2015) Better together: Outcomes ofcooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.

Carson V, Staiano AE, & Katzmarzyk PT. (2015). Physical activity, screen time, and sitting among U.S. adolescents. Pediatric Exercise Science, 27(1), 151-159.

Pere, C., Ginn, R., Hill, N., & DiCarlo, C.F. (2015). Childhood Obesity prevention: A service-learning advocacy project. Journal for Service-Learning, Leadership, and Social Change.

Harshaw, C., Marcinowski, E. C., & Campbell, J. M. (2014). Communicating Developmental Psychobiology to the Masses: Why Psychobiologists Should Contribute to Wikipedia. Developmental Psychobiology, 56 (7), 1439-1441. 

Staiano AE, & Flynn R. (2014). Therapeutic uses of active videogames: A systematic review. Games for Health Journal, 3(6), 351-365.

Staiano AE. (2014). Learning by playing: Video gaming in education-a cheat sheet for games for health designers. Games for Health Journal, 3(5), 319-321.

Flynn RM, Richert RA, Staiano AE, Wartella E, & Calvert SL. (2014). Effects of exergame playon EF in children and adolescents at a summer camp for low income youth. Journal of Educational and Developmental Psychology, 4(1), 209-225.

Katzmarzyk PT, Barlow S, Bouchard C, Catalano PM, Hsia DS, Inge TH, Lovelady C, Raynor H, Redman LM, Staiano AE, Spruijt-Metz D, Symonds ME, Vickers M, Wilfley D, & Yanovski JA. (2014). An evolving scientific basis for the prevention and treatment of pediatric obesity. International Journal of Obesity, 38(7), 887-905.

Staiano AE, Gupta AK, & Katzmarzyk PT. (2014). Cardiometabolic risk factors and fat distribution in children and adolescents. Journal of Pediatrics, 164(3), 560-565.

Baranowski T, Adamo KB, Hingle M, Maddison R, Maloney A, Simons M, & Staiano AE. (2013). Gaming, adiposity, and obesogenic behaviors among children. Games for Health Journal, 2(3), 119-126.

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2013). How the development of handedness could contribute to the development of language. Developmental Psychobiology, 55(6), 608-20. 

Staiano AE, Broyles ST, Gupta AK, Malina RM, & Katzmarzyk PT. (2013). Maturity-associated variation in total and depot-specific body fat in children and adolescents. American Journal of Human Biology, 25(4), 473-479.

Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013) Ethnic and sex differences in visceral, subcutaneous, and total body fat in children and adolescents. Obesity, 21(6), 1251-1255.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). BMI percentiles for the identification ofabdominal obesity and metabolic risk in children and adolescents: Evidence in support of the CDC 95th percentile. European Journal of Clinical Nutrition, 67(2), 218-222.

Staiano AE, Harrington DM, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Television, adiposity, and cardiometabolic risk in children and adolescents. American Journal of Preventive Medicine, 44(1), 40-47.

Calvert SL, Staiano AE, & Bond BJ. (2013). Electronic gaming and the obesity crisis. New Directions for Child and Adolescent Development, 139,51-57.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Waist circumference measurement site does not affect relationships with visceral adiposity and cardiometabolic risk factors in children. Pediatric Obesity, 8(3), 199-206.

Barreira TV, Staiano AE, & Katzmarzyk PT. (2013). Validity assessment of a portable bioimpedance scale to estimate body fat percentage in white and African-American children and adolescents. Pediatric Obesity, 8(2), 29-32.

Staiano AE, Abraham AA, & Calvert SL. (2012). The Wii Club: Gaming for weight loss in overweight and obese youth. Games for Health Journal, 1(5), 377-380.

Broyles ST, Staiano AE, Drazba KT, Gupta AK, Southern M, & Katzmarzyk PT. (2012). Elevated C-reactive protein in children from risky neighborhoods: Evidence for a stress pathway linking neighborhoods and inflammation in children. PloS One, 7(9)

Staiano AE, Katzmarzyk PT. (2012). Ethnic and sex differences in body fat and visceral and subcutaneous adiposity in children and adolescents. International Journal of Obesity, 36(10), 1261-1269.

Staiano AE, & Calvert SL. (2012).  Digital gaming and pediatric obesity: At the intersection of science and social policy. Social Issues and Policy Review, 6(1), 54-81.

Staiano AE, & Calvert SL. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2),93-98.

Child Trauma

Kim, H., Jonson-Reid, M., Kohl, P., Chiang, C. J., Drake, B., Brown, D., McBride, T., & Guo, S. (2020).Latent class analysis risk profiles: An effective method to predict a first re-report of maltreatment. Evaluation and Program Planning, 101792.

Jonson-Reid, M., Chiang, C.J., Kohl, P., Drake, B., Brown, D., Guo, S., & McBride, T. (2019). Repeat reports among cases reported for child neglect: A scoping review. Child Abuse & Neglect, 92, 43-65.

Chiang, C. J.,& Ma, T. J. (2013). Working experiences with children witnessed domestic homicide, Taiwanese Social Work, 11, 115-144

Lee, L., Miller, C., & Caballero, J, (In Progress). Community-based, social justice-oriented experiences in ethnically, socio-economically diverse preschools: Early childhood pre-service teachers’ perspectives.

Drake, B., Jonson-Reid, M., Kim, H., Chiang, C. J., & Davalishvili, D. (2021) Disproportionate Need as a Factor Explaining Racial Disproportionality in the CW System. In Racial Disproportionality and Disparities in the Child Welfare System (pp. 159-176). Springer, Cham.

Kracht CL, Webster EK, & Staiano AE. (2019). Sociodemographic differences in young children meeting 24-hour movement guidelines. Journal of Physical Activity & Health.

Lee, L. (2018). Korean mode of color-blind perspectives on ethnic diversity: A case study of Korean Elementary teachers. International Journal of Diversity of Education, 18(1), 27-38.

Lee, L. (2016, Summer). A learning journey with Latino immigrant children: An American low-income preschool project. Childhood Explorer, 3.

Lee, L., & Misco, T. (2014). All for one or one for all: An analysis of the concepts of patriotism and others in multicultural Korea through elementary moral education textbooks. The Asia-Pacific Education Researcher. 23(1), 2-10.

Misco, T., & Lee, L. (2013). “There is no such thing as being Guamanian”: Controversial Issues in the context of Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T.,& Lee, L. (2012).1Multiple and overlapping identities: The case study of Guam. Multicultural Education, 20(1), 23-32.

Lee, L. (2011). Language and identity in the moral domains: Minority children in education. Focus on Elementary, 23(3). 3-6.

Lee. L. (2011). Cultural awareness in beliefs and practice: An elementary teacher’s perspective on Korean children and their culture. Focus on Teacher Education, 11(2), 4-10.

ECE Professional Attrition

Chiang, C.J., Jonson-Reid, M., Kim. H., Drake. B., Pons. L., Kohl. P., Constantino. J., & Auslander. W., (2018) Service engagement and retention: Lessons from the Early Childhood Connections Program. Children and Youth Services Review, 88, 114-127. DOI: 10.1016/j.childyouth.2018.02.028

Carson, R. L., Baumgartner, J. J., Ota, C.L., Pulling Kuhn, A. C., & Durr, A. (2016). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 1-8.

Educational Leadership

Nelson-Smith, K. (2009). Building Opportunities through Leadership Development (BOLD). A curriculum.

Jonson-Reid, M., & Chiang, C. J.(2019). Problems in Understanding Program Efficacy in Child Welfare. In Re-Visioning Public Health Approaches for Protecting Children (pp. 349-377). Springer, Cham.

Environment (Classroom)

Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (in press). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children

Reames, H. & DiCarlo, C.F. (2016). Creating a learner-centered classroom. Focus on PK/K, Early Years Bulletin, 3(3), 1-3, 7.

Guan, X. & DiCarlo, C.F. (2009). Minimizing stressors in the early childhood classroom. Collaborations, 2, 22-23.

Wayne, A., DiCarlo, C., Burts, D., & Benedict, J. (2007). Increasing the literacy behaviors of preschool children through environmental modifications. The Journal of Research in Childhood Education, 22(1), 5-16.

DiCarlo, C.F., Stricklin, S., & Reid, D.H. (2006). Increasing toy play among toddlers with and without disabilities by modifying structural quality of the classroom environment. National Head Start Association Dialog, 9(1)49-62.

Behavior Guidance

Reames, H. & DiCarlo, C. (2018). Using positive reinforcement to increase attentive behavior and correct task performance for preschoolers during extra curricular activities. Journal of Teacher Action Research, 4(2), 1-9.

DiCarlo, C.F., Baumgartner, J., & Ourso, J. & Powers, C. (2016). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classroom. Early Childhood Education Journal, 44(6) 1-10.doi:10.1007/s10643- 016-0825-7.

DiCarlo, C. & Baumgartner, J. (2011). Promoting Positive Behavior in the Preschool Classroom. Focus on Pre-K and K, 24(1), 4-7.

Torres, A., & DiCarlo, C.F. (2008). Positive Guidance. Collaborations. 3, 14-15.

Literacy and Language

Terrusi, M. (2020).  Illustrated books without words for inclusion: Method reflections on  reading, between form and metaphor. In E.A. Emili & V. Macchia (Eds.), Reading the inclusion: Picture books and books for one and all (pp. 77-88). ETS Editions. 

Terrusi, M. (2018). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings, 1(9), 1 – 12. http://dx.doi.org/10.3390/proceedings1090879

Terrusi, M. (2017). Child portraits. Representations of the child body in children's illustration and literature: Some interpretative categories. Magazine of history of education, 4(1),  183 – 210. http://dx.doi.org/10.4454/rse.v4i1.28

Terrusi, M. (2017). Constellation of early childhood, Gugu's firmament. A portrait of Augusta Rasponi del Sale (Ravenna 1864-1942), author of picture book. Research of education  and education, 12(2), 71 – 88. http://dx.doi.org/10.6092/issn.1970-2221/7082

Terrusi, M. (2017). Eternals, children, winged: Neoteny, lightness and literature for children. Training Studies, 20(2), 387 – 408. http://dx.doi.org/10.13128/Studi_Formaz-22195

Terrusi, M. (2017). Mute wonders: Silent book and children's literature. Carocci.  

Beach, D., & DiCarlo, C.F. (2016). Can I play, again? Using a literacy ipad app to increase letter recognition & phonemic awareness. Journal of Teacher Action Research,2(2), 70-76.

Terrusi, M. (2016). Children read great. In C.I. Salviati (Ed.), In vitro: An experimental project    to promote reading (pp. 18-21). Center for Literature and Reading. MIBAC Ministry of Artistic and Cultural Heritage.

Terrusi, M. (2016). The possible, the visible, the questionable: Unexpected (or wordless) books   at school. In E. A. Emili (Ed.), Languages ​​for an inclusive school (pp. 51-66). Free Books.

Grilli, G. & Terrusi, M. (2014). A (Visual) Journey to Italy. In E. Arizpe, T. Colomer, & C. Martinez-Roldan (Eds.), Visual Journeys Through Wordless Narratives (pp. 217-238). Bloomsbury Academic.

Grilli, G. & Terrusi, M. (2014).  Migrant readers and wordless books: Visual narratives' inclusive experience. Encyclopaideia, 18(38), 67 – 90. http://dx.doi.org/10.6092/issn.1825-8670/4508

Ota, C. L. & Austin, A.M. (2013). Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children. Early Childhood Research Quarterly 28(4), 972-983

Terrusi, M. (2013). The room of children's literature: Educators, teachers and storytellers. In C.  Panciroli & F. D. Pizzigoni (Eds.), The museum as a workshop of experiences with heritage: The example of the Mode (pp. 1-199). Quiedit.

Terrusi, M. (2013). The life of children in the figures: Gugú, a forgotten author. Childhood, 6(1), 335-339. 

Terrusi, M. (2012). Illustrated books: Read, look, name the world in children's books. Carocci

Brintazzoli, G. & Terrusi, M. (2011). At the edge of the page. Li.Ber books for children and boys, 92(1), 50 – 52.

Terrusi, M. (2011). Read the visible. The world pictured in the pages. Form and poetics of early childhood books. In E. Beseghi & G. Grilli (Eds.), The invisible literature: Childhood and children's books (pp. 143-164). Carocci.

Chung, M. & Lee, L. (2009). Critical literacy theories for media literacy education. Academic Exchange Quarterly, 13(4), 121-127.

Lee, L. (2009). Media literacy. Academic Exchange Quarterly, 13(4), 10.

Terrusi, M. (2009). Classic fairy tales with contemporary design, interview with Steven Guarnaccia. Li.Ber books for children and boys, 82(1), 60 – 61. 

Terrusi, M. (2009). The art of the three little pigs. Li.Ber books for children and boys, 82(1), 59 – 63.

Terrusi, M. (2007). Philosophers animals: whether they are feathered canids or felines, we can consider them Masters. Li.Ber books for children and boys, 74(1), 30 – 31.

Terrusi, M. (2007). Families and new conformisms: The challenge of the bourgeois mentality seen through the complex father-son dialectic: Holidays with the father by Marcello Argilli. Li.Ber books for children and boys, 73(1), 44-45. 

Terrusi, M. (2007).  Books on the road. Li.Ber books for children and boys, 76(1), 54 – 55. 

Terrusi, M. (2006). Andersen Press turns 30: from the voice of its founder, Klaus Flugge, the story of the famous English publishing house. Andersen, 224(1), 31 – 35.

Mathematics

Hendershot, S., Austin, A. M. B., Blevins-Knabe, B., & Ota, C.L. (2015). Young children’s mathematics references during free play in family child care settings. Early Child Development and Care.  186(7), 1126-1141.

Misco, T., Lee, L., & Malone, K. Goley, S., & Seabolt, P. (2012).*Using the idea of insurance to develop mathematical skills and democratic dispositions. Interdisciplinary Journal of Teaching and Learning, 2(2), 78-89.

Austin, A.M., Blevins-Knabe, B., Ota, C., Rowe, T., & Knudsen Lindauer, S. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181-1198.

Motor Skills

Molinini, R. M., Koziol, Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., Harbourne, R. T., Lobo, M. A., McCoy, S. W., Bovaird, J., & Dusing, S. C. (2021). Early motor skills predict the developmental trajectory of problem solving skills in young children with motor impairments. Developmental Psychobiology. [Early View] 

Barnett, L.M., Stodden, D.F., Hulteen, R.M. and Sacko, R. (2020). Motor Proficiency Assessment. In T. Brusseau, S. Fairclough & D. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity.

Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S., & Nelson, E. L. (2020). Preschool language ability is predicted by toddler hand preference trajectories. Developmental Psychology, 56(4), 699-709. 

Hulteen, R.M., Barnett, L.M. True, L., Lander, N., Cruz, B.P. and Lonsdale, C. (2020). Validity and Reliability Evidence for Motor Competence Assessments in Children and Adolescents: A Systematic Review. Journal of Sports Sciences, 38(15), 1717-1798, doi: 10.1080/02640414.2020.1756674  

Hulteen, R.M., True, L., and Pfeiffer, K. (2020). Differences in Associations of Product- and Process-Oriented Motor Competence Assessments with Physical Activity in Children. Journal of Sports Sciences, 38(4), 375-382. doi:10.1080/02640414.2019.17 02279

Webster, E.K., Kracht, C.L., Newton, R.L., Beyl, R.A., & Staiano, A.E. (2020). Intervention to improve preschoolers’ fundamental motor skills: Protocol of a parent-focused, mobile app-based comparative effectiveness trial. Research Protocols, 9(10):e19943.

Fearnbach, S.N., Martin, C.K., Heymsfield, S.B., Staiano, A.E., Newton, R.L., Garn, A.C., Johannsen, N.M., Hsia, D.S., Carmichael, O.T., Murray, K.B., Ramakrisnapillai, S., Murray, K.B., Blundell, J.E., & Finlayson, G.S. (2020) Validation of the Activity Preference Assessment: A tool for quantifying children’s implicit preferences for sedentary and physical activities. International Journal of Behavioral Nutrition and Physical Activity

Kracht, C.L., Webster, E.K., & Staiano, A.E. (2020) Relationship between the 24-hour movement guidelines and fundamental motor skills in preschoolers. Journal of Science and Medicine in Sport.

Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., McCoy, S. W., & Dusing, S. C. (2019). Sitting skill and the emergence of arms‐free sitting affects the frequency of object looking and exploration. Developmental Psychobiology, 61 (7), 1035-47. 

Marcinowski, E. C., Nelson, E. L., Campbell, J. M., & Michel, G. F. (2019). The development of object construction from infancy through toddlerhood. Infancy, 24(3), 368-391. 

Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2018). The Development of Neuromotor Skills and Hand Preference During Infancy. Developmental Psychobiology, 60(2), 165-175. 

lteen, R.M., Morgan, P.J., Barnett, L.M., Robinson, L.E. Barton, C., Wrotniak, B., and Lubans, D.R. (2018). Initial Predictive Validity of the Lifelong Physical Activity Skills Battery. Journal of Motor Learning and Development, 6(2), 301-314. doi: 10.1123/jmld.2017-0036

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2018). Evolution and Development of Handedness: An Evo-Devo Approach. In G. Forrester, W. D. Hopkins, K. Hudry, & A. K. Lindell (Eds.), Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases. Elsevier Inc.: Academic Press. 347-374. 

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F. and Lubans, D.R. Development of Foundational Motor Skills: A Conceptual Model for Physical Activity Across the Lifespan. (2018). Sports Medicine, 48(7), 1533-1540. doi: 10.1007/s4029-018-0892-6

Marcinowski, E. C., & Campbell, J. M. (2017). Building on what you have learned: Constructing skill during infancy influences the development of spatial relation words. International Journal of Behavioral Development, 41(3), 341-349. doi:10.1177/0165025416635283 

Nelson, E. L., Gonzalez, S., Coxe, S., Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2017). Toddler hand preference trajectories predict 3-year language outcome. Developmental Psychobiology, 59(7), 876-887. 

Nathan, N., Cohen, K., Beauchamp, M. W.L., Hulteen, R.M., Babic, M. and Lubans, D.R. Feasibility and Efficacy of the Greater Leaders Active StudentS (GLASS) Program on Improving Children’s Fundamental Movement Skills: A Pilot Study. (2017). Journal of Science and Medicine in Sport, 20(12), 1081-1086. doi: 10.1016/j.jsams.2017.04.016

Johnson, T.M., Ridgers, N.D. Hulteen, R.M., Mellecker, R.R. and Barnett, L.M. (2016). Does Playing a Sports Active Video Game Improve Young Children’s Ball Skill Competence? Journal of Science and Medicine in Sport, 19(5), 432-436. doi: 10.1016/j.jsams.2015.05.002

Marcinowski, E. C., Campbell, J. M., Faldowski, R. A., & Michel, G. F. (2016). Do hand preferences predict stacking skill during infancy? Developmental Psychobiology, 58(8), 958-967. 

Michel, G. F., Campbell, J. M., Marcinowski, E. C., Nelson, E. L., & Babik, I. (2016). Infant Hand Preference and the Development of Cognitive Abilities. Frontiers in Psychology, 7, 410. http://dx.doi.org/10.3389/fpsyg.2016.00410 

Campbell, J. M., Marcinowski, E. C., Babik, I., & Michel, G. F. (2015). The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months. Infant Behavior and Development, 39, 107-117. 

Campbell, J. M., Marcinowski, E. C., Latta, J. A., & Michel, G. F. (2015). Different assessment tasks produce different estimates of handedness stability during the 8 to 14 month age period. Infant Behavior and Development, 39, 67-80. 

Hulteen, R.M., Johnson, T.M., Ridgers, N.D., Mellecker, R.R. and Barnett, L.M. (2015). Children’s Movement Skills When Playing Active Video Games. Perceptual and Motor Skills, 121(3), 1-24. doi: 10.2466/25.10.PMS.121c24x5

Michel, G. F., Nelson, E. L., Babik, I., Campbell, J. M., & Marcinowski, E. C. (2013). Multiple trajectories in the developmental psychobiology of human handedness. In R. M. Lerner, & J. B. Benson (Eds.), Embodiment and epigenesis: Theoretical and methodological issues in understanding the role of biology within the relational developmental system Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 227-260. 

Music Education

Isbell, D. (2018). Music educators consider musical futures. Contributions in Music Education. 43(1). 39-58.

Isbell, D. S., & Stanley, A. M. (2018). Code-switching musicians: an exploratory study. Music Education Research,20(2), 145-162.

Isbell, D. (2015). My Music and School Music: Formal and Informal Music Experiences. In Burton, S. and Snell, A. (Eds.), Engaging Musical Practices: A Sourcebook for Instrumental Music. Rowman and Littlefield Education Publishers, Inc.

Isbell, D. and Stanley, A. (2015) Are you a musical code-switcher?Polyphonic.org: The Orchestra Music Forum. http://www.polyphonic.org/2015/06/22/are-you-a-musical-code-switcher/.

Isbell, D. (2015)Apprehensive and excited: Music education students ’ encounter vernacular musicianship. Journal of Music Teacher Education. doi:10.1177/1057083714568020.

Isbell, D. (2014). The socialization and identity of undergraduate music teachers: A review of literature. Update: Applications for Research in Music Education.doi: 10.1177/8755123314547912.

Isbell, D. (2012). Learning theories: Insights for music educators. General Music Today 25(2). 9-23.

Isbell, D. (2009). Understanding Socialization and Occupational Identity among Preservice Music Teachers. In M. Schmidt (Ed.), Collaborative action for change:Selected proceedings from the 2007 symposium on music teacher education. Lanham, MD: Rowman and Littlefield Publishers, Inc.

Isbell, D. (2007). Popular music and the public school music classroom. Update: Applications for Research in Music Education.26(1).

Bowers, J., Cassellberry, J., Isbell, D., Kyakuwa, J., Li, Y., Mercado, E., and Wallace, E.(2019) A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers. Journal of Research in Childhood Education, 33(2). doi: 10.1080/02568543.2019.1577770.

National Disasters

DiCarlo, C.F., Burts, D., Buchanan, T., Aghayan, C., & Benedict, J. (2007). Making Lemonade from Lemons: Early Childhood Teacher Educators’ Programmatic Responses to Hurricanes Katrina and Rita. Journal of Early Childhood Teacher Education, 28 (1), 61-68.

Outdoor Education

Terrusi, M. (2020). Children's books and outdoor education imagery: Stories and figures to tell each other. In S. Meo & M. Ognissanti (Eds.), From risk to opportunity: Outdoor education experiences in childcare and primary school services (pp. 115-118). Junior-   Children Editions.

Farné, R., Bortolotti, A., Terrusi, M. (2018) Introduction: Natural educational needs. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and  good practices (pp. 13-24). Carocci.

Terrusi, M. (2018). Children's literature and natural imaginary. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 183- 200). Carocci.

Terrusi, M. (2015). The green ship: natural education and reading for children. Li.Ber books for children and boys, 106(2), 40 – 42.

Terrusi, M. (2015). The teacher's shelf. Childhood, 1(4), 334 – 336.

Terrusi, M. (2014). Children's literature and natural narratives. In R. Farné & F. Agostini (Eds.) Outdoor education: Education takes care of outdoors (pp. 69-74). Junior-Spaggiari.

Grantham-Caston, M., & Perry, M. & DiCarlo, C.F. (2019). Playful Reggio Emilia. International Play Association, Spring-Fall, 20-25.

Dicarlo, C.F., Baumgartner, J.J., Ota, C.L. & Jensen, C. (2015). Preschool teachers’ perceptions of rough and tumble play vs. aggression in preschool-aged boys. Early Child Development and Care, 185(5), 779-790.

Carson, R., Lima, M. & DiCarlo, C.F. (2015). Play On! Playground learning activities for youth fitness (2nd edition). Reston, VA: American Association for Physical Activity and Recreation.

Casey, E. M. & DiCarlo, C.F. (2015). Play traditions in the Garifuna culture of Belize. International Play Association eJournal, www.Ipausa.org.

DiCarlo, C.F. & Vagianos, L.A. (2009). Preferences and play. Young Exceptional Children, 12(4), 31-39.

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