Virginia E Vitiello
Biographic Data
| ID | 4420265 |
|---|---|
| NAME | Virginia E Vitiello |
| GIVEN NAMES | Virginia E |
| FAMILY NAME | Vitiello |
| SIGNATURE | VITIELLO V E |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0003-4632-3879 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 88 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Associations Between Classroom Processes and Students’ Academic Outcomes from Pre-Kindergarten Through First Grade
One salient feature of classroom processes that has been shown to be a key support for students’ academic performance is the dosage of, or exposure to, academic content. The effects of dosage are presumed to accumulate as students are exposed to content over time. The present study examines associations between students’ academic skills at the end of first grade and average exposure to content in classroom teaching across three grades—pre-k, kind…
Are You Ready for It? Educator Readiness for Change and STREAMin3 Curriculum Implementation
Effective implementation of comprehensive early childhood education (ECE) curricula is considered a key component in supporting children’s cognitive and social-emotional development. However, limited research has examined how educator-level factors, such as readiness for change (RFC), are associated with curriculum use during large-scale implementation efforts. This study investigated associations between early educators’ RFC and their self-repor…
Links between teachers’ occupational burnout and students’ academic, social-behavioral, and executive function performance from preschool through first grade
There are growing concerns about burnout among the early education workforce and its potential consequences on child development. This study investigated associations between teacher burnout with student’s academic, social-behavioral, and executive function performance from preschool (PK)–first grade (G1). A diverse sample of 1,159 children who were income-eligible for public PK were followed through the end of G1. Children’s PK, kindergarten (K)…
How Early Educators Make Emergent Curricula Work
Research Findings: In recent decades, pre-kindergarten and early elementary instruction have shifted toward a more structured and academic approach, yet little evidence suggests children’s outcomes have improved as a result. Emergent curricula, an alternative model for education, put children’s interests and questions at the center of learning and use multi-week, collaborative projects to foster engagement and deeper learning. More rigorous resea…
Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs’ developmental assets assessed at pre-k entry (i.e. English proficiency, social skills, executive function, early child care participation prior to pre-k) support…
Teacher-child relationship quality and kindergarten outcomes
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Supporting all learners through high quality early childhood curricula
Introduction Curricula are an essential component of high-quality early learning experiences. Unfortunately, many early childhood educators face challenges in accessing evidence-based curricula, and implementation fidelity to curriculum is often poor without aligned support, including professional development for educators. This is especially true for educators within family day homes and private programs, who receive the lowest pay, struggle to …
Fostering Early Motivation
Research Findings: The present study examines the unique and joint effects of individual teacher-child relationships and overall quality of teacher-child interactions on the motivation of 2,745 kindergarten children (51% girls; ages 5–6) from an ethnically and linguistically diverse county. Teachers reported the closeness and conflict in their individual relationships with each child. The quality of teacher-child interactions was measured via cla…
Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching
Research Findings: This study explores how Chinese preschool teachers’ enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children’s higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young children (52% boys, mean age = 61.71 months). Research assistants observed and videotaped whole-group sc…
The association between and development of school enjoyment and general knowledge
Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models s…
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
The First-Grade Outcomes of Pre-K Attendees
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at k…
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their cla…
Differences between Pre-K and Kindergarten classroom experiences
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Alignment of teacher ratings and child direct assessments in preschool
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Persistence and convergence
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pr…
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Using self report surveys to measure PreK children’s academic orientations
Context influences on task orientation among preschoolers who display disruptive behavior problems
Variation in children's classroom engagement throughout a day in preschool
Persistence and convergence
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pr…
Thresholds in the association between child care quality and child outcomes in rural preschool children
Measuring the quality of teacher–child interactions at scale
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Relations between social skills and language and literacy outcomes among disruptive preschoolers
Differences between Pre-K and Kindergarten classroom experiences
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
Context influences on task orientation among preschoolers who display disruptive behavior problems
Examining the validity of a widely-used school readiness assessment
Teacher-child relationship quality and kindergarten outcomes
Alignment of teacher ratings and child direct assessments in preschool
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Using self report surveys to measure PreK children’s academic orientations
Starting Early
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior…
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Variation in children's classroom engagement throughout a day in preschool
A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings
This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on …
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation
This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed and direct assessments and teacher reports of self- regulation were obtained in the fall and spring of the preschool year. RESEARCH FINDINGS: Children's positive engagement with teachers was related to gains in compliance/executive function …
Thresholds in the association between child care quality and child outcomes in rural preschool children
Relations between social skills and language and literacy outcomes among disruptive preschoolers
Measuring the quality of teacher–child interactions at scale
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
Using self report surveys to measure PreK children’s academic orientations
Context influences on task orientation among preschoolers who display disruptive behavior problems
Examining the validity of a widely-used school readiness assessment
Starting Early
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior…
The classroom relational environment and children’s early development in preschool
The present study considered the ways in which interactional quality in the classroom and teacher–child relationships independently and synergistically shaped the early academic, social‐behavioral, and executive function outcomes of 1,498 preschoolers from low‐income families from a large, culturally, and linguistically diverse county. The findings revealed that children who had closer and less conflictual relationships with their teachers demons…
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Persistence and convergence
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county (n = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pr…
Alignment of teacher ratings and child direct assessments in preschool
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their cla…
Differences between Pre-K and Kindergarten classroom experiences
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
Fostering Early Motivation
Research Findings: The present study examines the unique and joint effects of individual teacher-child relationships and overall quality of teacher-child interactions on the motivation of 2,745 kindergarten children (51% girls; ages 5–6) from an ethnically and linguistically diverse county. Teachers reported the closeness and conflict in their individual relationships with each child. The quality of teacher-child interactions was measured via cla…
Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching
Research Findings: This study explores how Chinese preschool teachers’ enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children’s higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young children (52% boys, mean age = 61.71 months). Research assistants observed and videotaped whole-group sc…
The association between and development of school enjoyment and general knowledge
Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models s…
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes
Early Childhood Education and Development (32 works) · Psychology (31 works) · Developmental psychology (28 works) · Parental Involvement in Education (19 works) · Early childhood education (14 works) · Mathematics education (12 works) · Educational and Psychological Assessments (11 works) · Pedagogy (10 works) · Social Psychology (10 works) · Child and Adolescent Psychosocial and Emotional Development (9 works)