The purpose of this project is to understand the early development trajectories in both poor and non poor young children growing up in rural areas characterized by high poverty. An interdisciplinary team of investigators has been following children from birth with measurement of child, family, and school functioning, observed mother and father sensitivity and language input in the home setting, observed quality of instruction in child care and elementary school, characteristics of the community, and biomarkers of child and maternal stress.
Early childhood educators (ECE) work with young children with disabilities as well as children from diverse backgrounds to support learning and development. It is critical for ECEs to be adequately prepared to serve children who are linguistically, culturally, and ability-diverse. The purpose of this project is to work with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to work with children with disabilities and children from diverse backgrounds.
The Role of Behavioral and Instructional Match in the Prediction of Early Classroom Engagement and Academic AchievementIn this project, we will examine teacher instructional strategies as a moderator of child grade entry skills in predicting literacy achievement at 2nd and 3rd grade. We will also examine how variations in the match between teacher instructional strategies and child grade entry skills are associated with children's engagement in the classroom and literacy achievement.