Shinyoung Jeon

Biographic Data

ID3774382
NAMEShinyoung Jeon
GIVEN NAMESShinyoung
FAMILY NAMEJeon
SIGNATUREJEON S
AFFILIATIONSUniversity of Missouri
ORCID0000-0001-7752-9381
VERIFIEDYes
TOTAL WORKS17
TOTAL CITATIONS21
WORKS AS AUTHOR17
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Integrated Relationships Matter in Early Head Start Programs

    Open AccessShinyoung Jeon, Sarah N Lang et al.ARTICLEEarly Childhood Education Journal2026

    This study examined how parents’ and teachers’ perceptions of parent-teacher relationships in Early Head Start programs are associated with children’s social emotional competence, both directly and indirectly, through parent-child and teacher-child relationships. Strong parent-teacher partnerships are essential in early childhood settings—especially for infants and toddlers—as they contribute to consistent and supportive caregiving environments. …

  • Classroom Quality, Children’s Unoccupied-Disruptive Behavior, and Social Interaction

    Shinyoung Jeon, Aileen S Garcia et al.ARTICLEEarly Education and Development2026

    This study examined how global classroom quality and individual classroom experiences relate to children’s language and math development over a year in a Head Start program. Specifically, it focused on children’s unoccupied-disruptive behavior during whole-group and free play activities and social interactions during transitions and mealtimes. The sample included 420 preschoolers (mean age: 48 months; range: 36–61 months) from 60 classrooms acros…

  • Mediating role of parent-teacher cocaring relationships in the associations between teacher-child relationships and parenting stress in Early Head Start

    Open AccessDahyung Ryu, Shinyoung Jeon et al.ARTICLEEarly Childhood Research Quarterly2026References: 2

  • Classroom verbal interactions and play behaviors in head start

    Open AccessJi-Young Choi, Jiyoung Choi et al.ARTICLEJournal of Applied Developmental…2026References: 49

  • Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during Covid-19 disruptions

    Open AccessAileen S Garcia, Shinyoung Jeon et al.ARTICLEFrontiers in Education2024

    The documented challenges of the early care and education (ECE) workforce include poor well-being, inadequate compensation, and high turnover rates. The COVID-19 pandemic not only exacerbated these issues, but also imposed additional demands such as virtual instruction, highlighting the need to understand how teachers’ well-being relates to their adaptability in teaching. The present study examined whether early childhood teachers’ well-being is …

  • Learning Two Languages

    Open AccessJi Young Choi, Ji-Young Choi et al.ARTICLEEarly Education and Development2024

    This secondary analysis study examined patterns, predictors, and outcomes of dual language learners’ (DLLs’) development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly comparable Spanish skills at Head Start (HS) entry but showed distinct learning patterns in English and …

  • Relationships Between Families and Head Start Staff

    Open AccessSarah N Lang, Shinyoung Jeon et al.ARTICLEEarly Education and Development2024

    Family-program partnerships in early care and education have the potential to influence young children’s development through multiple pathways. Guided by the Head Start (HS) Parent, Family, and Community Engagement (PFCE) framework, the current study uses data from the 2014 HS Family and Child Experiences Survey (FACES) to examine the direct, and indirect, through families’ home involvement and young children’s approaches to learning, association…

  • High‐quality early care and education for low‐income families

    Open AccessLukas D Lopez, Anabel Castillo et al.ARTICLEInfancy2024

    High‐quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low‐income families. During the initial COVID‐19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high‐quality ECE programs in the United States during the 2020 pandemic ( n = 48) fared on cognitive and socioemotional out…

  • Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

    Open AccessLiz Frechette, Sherri Castle et al.ARTICLEFrontiers in Education2023

    Introduction Research has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contex…

  • Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education

    Open AccessDiane Horm, Shinyoung Jeon et al.ARTICLEEducation Sciences2022

    An accepted conclusion is that children at risk for educational failure who participate in high-quality early care and education (ECE) enter kindergarten “more ready”, possessing skills comparable to their more advantaged peers. There is less consensus about longer-term outcomes with some studies finding continuation of early gains, while others report “fade out” by elementary school. This study investigated child outcomes, kindergarten through G…

  • Teacher Depressive Symptoms and Child Math Achievement in Head Start

    Open AccessShinyoung Jeon, Lieny Jeon et al.ARTICLEChild Development2021

    This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that tea…

  • Profiles of family engagement in home- and center-based Early Head Start programs

    Open AccessShinyoung Jeon, Kyong-Ah Kwon et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 2References: 18

  • Positive parenting, effortful control, and developmental outcomes across early childhood

    Open AccessTricia K Neppl, Shinyoung Jeon et al.ARTICLEDevelopmental Psychology2020Cited by: 8References: 11

    The current study evaluated bidirectional associations between mother and father positive parenting and child effortful control. Data were drawn from 220 families when children were 3, 4, 5, and 6 years old. Parenting and effortful control were assessed when the child was 3, 4, and 5 years old. These variables were used to statistically predict child externalizing and school performance assessed when the child was 6 years old. The study used rand…

  • Couple interaction and child social competence

    Open AccessTricia K Neppl, Haley V Wedmore et al.ARTICLESocial Development2018Cited by: 3References: 7

    The current study examined the association between positive couple interaction and child social competence as mediated through positive parenting and parent-child attachment security. Prospective, longitudinal data came from 209 mothers, fathers, and their biological child. Information regarding observed positive couple interaction, observed positive parenting, and parent-child attachment security were assessed when the child was 2 to 4 years old…

  • Early Head Start dosage

    Open AccessShinyoung Jeon, Ji Young Choi et al.ARTICLEChildren and Youth Services Review2018Cited by: 1References: 30

  • Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten

    Open AccessJi Young Choi, Shinyoung Jeon et al.ARTICLEEarly Childhood Research Quarterly2017Cited by: 7References: 7

  • Agricultural Transformation and the Escape from the Middle-Income-Country Trap

    Shinyoung JeonARTICLEBulletin of Indonesian Economic…2013