Investing in Our Future: The Evidence Base on Preschool Education

By H. Yoshikawa, C. Weiland, Jeanne Brooks-Gunn, Margaret R. Burchinal, Linda Espinosa, William T. Gormley, Jens Ludwig, Katherine A. Magnuson, D. Phillips, M. Zaslow. 2013

693 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b539b67f714831da98b1db75d0edf7ddeee0ca54

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Citations in the corpus

A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support (2014, background): “At a time when quality thresholds (e.g., Burchinal, Vandergrift, Pianta, & Mashburn, 2008) and quality improvement systems (Yoshikawa et al., 2013) are receiving a great deal of attention, these findings illuminate meaningful differences, not between high and low extreme groups, but among those…”
Do the short-term effects of a high-quality preschool program persist? (2015, background): “Some leading studies (the Perry Preschool project, the Abecedarian project, the Chicago Child-Parent Centers program) have documented some fade-out of cognitive effects during elementary school, followed by some impressive long-term gains (Yoshikawa et al., 2013).”
Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “…have indeed accumulated evidence on the potential positive effects of attending preschool on the development of mathematical skills and school achievements (NICHD ECCRN, 2005; Peisner-Feinberg et al., 2001; Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2004; Yoshikawa et al., 2013).”
The added impact of parenting education in early childhood education programs: A meta-analysis (2016, background): “A recent set of successful coaching interventions designed to improve preschool teachers’ instructional behaviors have generally offered coaching at least once a month (see Yoshikawa et al., 2013 for a review).”
A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, background): “…during the preschool years is highly beneficial, given the accumulated evidence suggesting that early childhood is a sensitive period for multiple domains of development (e.g., Bierman & Motamedi, 2015; Goswami, 2004; Klibanoff et al., 2006; Raikes et al., 2006; Yoshikawa et al., 2013).”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “A growing body of research n preschool settings indicates that high quality interactions etween teachers and students foster children’s academic and ocial-emotional readiness skills (Burchinal, Zaslow, & Tarullo, 016; Raver et al., 2011; Yoshikawa et al., 2013).”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “Children develop social-emotional skills largely through their interactions with adults (Mashburn et al., 2008; Yoshikawa et al., 2013).”
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “High-quality ECE can improve children’s early learning skills, which are crucial for children’s transition and adaptation to school (e.g., Blair, 2002; Morris et al., 2014; Yoshikawa et al., 2013).”
Socioeconomic Gaps in Early Childhood Experiences (2016, background): “A large body of experimental and nonexperimental evidence demonstrates that high-quality preschool experiences can meaningfully affect children’s short- and long-term learning trajectories (Campbell et al., 2012; Cunha & Heckman, 2010; Deming, 2009; Yoshikawa et al., 2013).”
Measuring Early Care and Education Quality (2018, background): “50) for dual-language learners and children from low-income families (1).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “Despite the widespread adoption and implementation of publicly funded early education programs for 4-year-olds, now underway for almost 20 years, there remain a host of gaps in our knowledge about how to best implement these programs so that children receive the most beneficial experience (Barnett e”
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, background): “…of contemporary prekindergarten programs reveal mixed evidence with regard to program benefits on child outcomes: Some evaluations show impacts on third-grade reading scores (Yoshikawa et al., 2013), whereas others suggest negative effects on classroom behavior (Farran, Lipsey, & Wilson, 2011).”
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “In terms of the first metric, there is considerable evidence that Head Start increases school readiness beyond what it would be with only existing alternatives for its eligible population (e.g., Barnett, 1995; Currie, 2001; Deming, 2009; Ludwig and Phillips, 2008; Puma et al., 2010a; Yoshikawa et al”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “Concerns regarding the impacts of preschool for young children have resulted in increased attention to the teachers who work in these programs (Phillips et al., 2017; Yoshikawa et al., 2013).”
Is Kindergarten the New First Grade? (2016, background): “…early childhood learning experiences can meaningfully influence their short- and longer-term life outcomes (Barnett, 1995; Chetty et al., 2011; Yoshikawa et al., 2013), it is less clear precisely what aspects of the early learning environment (e.g., curricular focus, pedagogical approach)…”