Weekly E-News

Hot Topics

Piecing Together the Puzzle: A Mixed Methods Study of The Abecedarian Intervention

A new mixed methods study revisits the landmark Abecedarian Project to better understand how the program achieved its long-term impacts on education and income. Drawing on interviews with original staff and historical documentation, researchers describe classrooms centered on individualized coaching, frequent teacher–child conversations, and child-directed activities. Quantitative mediation analyses revealed that children’s early verbal skills were the key pathway linking program participation to later life outcomes. Programs incorporating frequent teacher–child interactions and child-centered language experiences may be more likely to produce sustained outcomes.

A Decade of Change: Progress and Possibility in Early Childhood Workforce and Finance

The Transforming the Workforce for Children Birth through Age 8 Collaborative has released a new overview document setting out a four-paper research agenda focused on strengthening early childhood systems. The papers promote system-level strategies to support teaching and leadership in early childhood and highlight gaps in evidence that warrant further study. This paper‐series overview is published by the Transforming the Workforce Collaborative (2025).

A national randomized controlled trial of the impact of public Montessori preschool at the end of kindergarten

A national study of 24 public Montessori preschools that leveraged lotteries for oversubscribed schools found that children offered a Montessori seat scored significantly higher at the end of kindergarten in reading, short-term memory, theory of mind, and executive function—despite no notable earlier impacts. This study contributes to our growing knowledge about curriculum and was authored by Angeline S. Lillard, David Loeb, Juliette Berg, Maya Escueta, Karen Manship, Alison Hauser & Emily D. Daggett

NIEER Activity 

Don’t miss these sessions from the Khalifa International Award for Early Learning (KIAEL) will spotlight research and programs demonstrating how effective early childhood development (ECD) approaches can succeed at scale in lower-income contexts. Both webinars will be chaired by Steven Barnett, founder and senior director of NIEER.

On October 29, Dr. Alex Eble will discuss strategies for achieving large literacy and numeracy gains in low-income settings, with commentary from Dr. Nishith Prakash. 

Register for The Power of Progress: How to Reap Massive Literacy and Numeracy Gains in Very Low-Income Settings

 On October 30, Ms. Stéphanie Selle and Mr. Sophors Mao will reflect on five years of implementing community-based daycare centers in Cambodia, highlighting lessons learned and future directions. Register for Establishment of Community Based Daycare Centres in Cambodia

Introducing the Rutgers Child Care Research Collaborative

NIEER, in partnership with Rutgers’ Center for Women and Work, the Heldrich Center for Workforce Development, and the New Jersey Department of Children and Families, has launched the Rutgers Child Care Research Collaborative—a statewide initiative designed to inform policy and strengthen decision-making through timely data and analysis.

The Collaborative examines child care supply and demand, family choices, and workforce conditions to provide actionable insights for policymakers, funders, and ECE system leaders. Three new papers are now available, offering in-depth analyses of:

• Child care demand across New Jersey
• Workforce compensation and working conditions
• Family decision-making and access to care

As New Jersey leaders prepare for the future of child care, these reports offer critical evidence to guide strategy and investment. 👉 Explore the Collaborative

Applications Open for the NASLEE Leadership Academy

NIEER Senior Research Fellow Lori Connors-Tadros leads the NASLEE Leadership Academy—a nine-month professional development program designed to prepare state early education leaders to strengthen policy and practice. Applications are due by Friday, December 5, at 6:00 p.m. EST.

You can still register for the second information session, which will provide details about the curriculum, schedule, capstone project, and application process: Information Session 2; Thursday, November 6, 2025, 1:00–2:00 p.m. EST

This session will cover the capstone project, coaching process, “pay it forward” requirement, and general Q&A.

Click here to register for Information Session 2.

Learn more about the Academy and apply now!

NIEER is Hiring!

We are currently seeking a postdoctoral researcher with a strong interest and experience in early childhood education policy, data management and analysis, and research writing. Apply here: Post-Doctoral Associate in Early Childhood Policy and Research

IJCCEP

Uses and Perceived Benefits of Children’s Recreational Activities: The Perspectives of Parents and School Professionals

A study in the International Journal of Child Care and Education Policy explored how parents and school professionals in Brussels view children’s recreational activities and access to them. Interviews with 50 parents and 33 educators revealed that while most families use parks and playgrounds, barriers such as cost, time, and limited local options restrict participation in organized activities. Researchers identified three family types—active users, involuntary non-users, and voluntary non-users—reflecting both choice and access constraints. Results point to the need for policies that expand affordable, high-quality recreational opportunities across neighborhoods. Authored by Gaëlle Amerijckx and Perrine Humblet.

Research

Relationship Between Screen Time, Core Executive Functions, and Vocabulary in Preschool: The Role of Parental Mediations and Beliefs

A study in Early Child Development and Care examined how screen time relates to executive functioning and vocabulary among 133 preschoolers (average age 5). Children who stayed within the recommended limit of one hour of daily screen use showed stronger inhibition, working memory, and expressive vocabulary than those exceeding that limit. Researchers also found that parental beliefs and mediation strategies significantly influenced children’s screen habits. Authored by Llanos Merín, Marta Nieto, Lucía Sánchez-Arias, Laura Ros, and José Miguel Latorre.

One Call Away: Bilingual Teleassessment for Preschool and Elementary Children: A Systematic Review 

A systematic review in the International Journal of Speech-Language Pathology explored how teleassessment can support bilingual preschool and elementary-aged children when in-person evaluations are limited. Analyzing seven studies, researchers found that remote assessments—often conducted in hybrid formats—produced results comparable to traditional face-to-face methods for measuring receptive and expressive vocabulary and grammar. While findings support the feasibility of bilingual teleassessment, the authors note that standard guidelines, specialized training, and stronger professional networks are needed to ensure consistent, high-quality implementation across diverse language settings. Authored by Aleksandra Kappenberg and Ulla Licandro.

JOBS

Executive Director, Brynmor at Diplotots

Policy Strategist -The National Association for Family Child Care (NAFCC)

Protect & Build Campaign Manager at Community Change (field-based in Colorado, Georgia, Louisiana, Michigan, or North Carolina)