National Institute for Early Education Research
National Institute for Early Education Research

Browsing: Quality and Curriculum

Research on elements of quality of preK, links between quality and outcomes, and inclusion

Research Reports

Evaluation of Early Childhood Programs and Child Development in Indiana, from 2021-2022.


Paths 2 Play Competence: Teacher’s play facilitation in Colombia


Reimagining ECE’s Approach to Change


State of the science on implementation research in early child development and future directions


Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing


Reporting guidelines for implementation research on nurturing care interventions designed to promote early childhood development


Teacher–child relationships in the context of poverty: the role of frequent school mobility


New Findings on Impact Variation From the Head Start Impact Study: Informing the Scale-Up of Early Childhood Programs


Relating preschool class size to classroom quality and student achievement


Essentials of Quality Public Preschool


GG Weisenfeld Ed.D.

aeioTU Longitudinal Study


My Love-Hate Relationship with the State of Preschool Yearbook Survey


Karin Garver, M.A.

Bright Horizons Plans to Pay for Teachers to Get Degrees: Questions, Concerns, and Thoughts


Laura Bornfreund

ECD Implementation Insights: Why an Implementation Focus is Needed


Aisha K. Yousafzai, Ph.D. Associate Professor of Global Health, Harvard T.H. Chan School of Public Health

Social and Emotional Learning: Keys to School and Workplace Success


RWJF RESEARCH: EXCELLING IN EARLY EDUCATION–NJ


NIEER Pre-K Data Snapshot: State Policies that Support Curriculum in Preschool


GG Weisenfeld

State of the science on implementation research in early child development and future directions


Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing


State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs


W. Steven Barnett, Ph.D.
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