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This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom(More)
This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom , and teacher attributes of the program ecology predict observed quality and teacher–child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs. Quality was(More)
States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center(More)
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and(More)
Education for its support of the Multi-State Study of Pre-Kindergarten. However, the contents do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed. NCEDL is grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in(More)
How quality of center-based child care relates to early cognitive and language development was examined longitudinally from 6 to 36 months of age in a sample of 89 African American children. Both structural and process measures of quality of child care were collected through observation of the infant classroom. Results indicated that higher quality child(More)
The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3-5 years old. Children's performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool(More)
The influence of expertise and task factors on age differences in a simulated pilot-Air Traffic Control (ATC) communication task was examined. Young, middle-aged, and older pilots and nonpilots listened to ATC messages that described a route through an airspace, during which they referred to a chart of this airspace. Participants read back each message and(More)
(2002). Diversity and directions in state pre-kindergarten programs. Abstract HE POTENTIAL EFFICACY of high quality pre-kindergarten (pre-k) programs for improving children's school readiness has led many states to consider sponsoring pre-k programs under the auspices of public education. In deciding to implement pre-k programs, states are faced with policy(More)