Diane Early

Biographic Data

ID5508578
NAMEDiane Early
GIVEN NAMESDiane
FAMILY NAMEEarly
SIGNATUREEARLY D
AFFILIATIONSUniversity of North Carolina at Chapel Hill
ORCID0000-0002-9071-700X
VERIFIEDYes
TOTAL WORKS21
TOTAL CITATIONS356
WORKS AS AUTHOR21
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1997
LATEST PUBLICATION YEAR2023
H-INDEX7

  • Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

    Open AccessBrenda M Miranda, Tracy Gebhart et al.ARTICLEEarly Childhood Research Quarterly2023References: 11

  • A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

    Open AccessJennifer Neitzel, Diane Early et al.ARTICLEJournal of Early Childhood Research2019References: 8

    The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of…

  • Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (Ecers-3)

    Open AccessDiane Early, John Sideris et al.ARTICLEEarly Childhood Research Quarterly2018Cited by: 5References: 10

    The Early Childhood Environment Rating Scale – Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms …

  • Improving teacher-child interactions

    Open AccessDiane Early, Kelly Maxwell et al.ARTICLEEarly Childhood Research Quarterly2016Cited by: 4References: 7

    The effectiveness of two professional development interventions, each designed to strengthen teacher-child interactions in preschool classrooms, was tested using a teacher-level randomized controlled trial. Georgia’s Pre-K teachers (n = 486 in 336 schools/centers) were randomly selected from specified regions and randomly assigned to one of three conditions: 1) Making the Most of Classroom Interactions (MMCI), a cohort-model where small groups of…

  • Children’s Classroom Engagement and School Readiness Gains in Prekindergarten

    Open AccessNina Chien, Nina C Chien et al.ARTICLEChild Development2010

    Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: free play, individual instruction, group instruction, and scaffolded learning. Free play children exhib…

  • The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

    Timothy W Curby, Jennifer Locasale-Crouch et al.ARTICLEEarly Education and Development2009

    Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher–child interactions in pre-kindergarten based on classroom observations of 692 teachers. In the present study, the links between these 5 quality profile…

  • How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

    Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2009Cited by: 55References: 2

  • Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills

    Open AccessAndrew J Mashburn, Robert C Pianta et al.ARTICLEChild Development2008

    This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers’ emotional and instructional interactions w…

  • Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

    Margaret Burchinal, Carollee Howes et al.ARTICLEApplied Developmental Science2008

    Publicly funded prekindergartens are programs that most states use to promote school readiness, especially of 4-year-old children at risk for academic problems due to poverty. Despite large public expenditures, these programs have not been widely evaluated. We examined 240 randomly selected pre-kindergarten programs in six states with mature programs that serve large numbers of children, and evaluated specific aspects of classroom quality and chi…

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills

    Open AccessDiane Early, Diane M Early et al.ARTICLEChild Development2007

    In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory assoc…

  • Teacher education and child outcomes

    Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 1References: 1

  • Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

    Open AccessCarollee Howes, Margaret Burchinal et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 111References: 11

  • Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics

    Open AccessJennifer LoCasale‐Crouch, Tim Konold et al.ARTICLEEarly Childhood Research Quarterly2006Cited by: 41References: 3

  • Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten

    Open AccessDiane Early, Donna Bryant et al.ARTICLEEarly Childhood Research Quarterly2006Cited by: 52References: 2

  • Children enrolled in public pre-K

    O A Barbarin, Oscar Barbarin et al.ARTICLEAmerican Journal of Orthopsychiatry2006References: 30

    This article presents data on the family and social environments of 501 children enrolled in public sponsored pre-K in 5 states and tests the relation of these resources to child competence. Structured interviews and questionnaires provide information from parents about the family's social and economic status. Direct assessments and teacher reports provide data on children's literacy, numeracy, and behavioral problems. A majority of the children …

  • Features of Pre-Kindergarten Programs, Classrooms, and Teachers

    Robert C Pianta, Robert Pianta et al.ARTICLEApplied Developmental Science2005

    (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science: Vol. 9, No. 3, pp. 144-159

  • What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs

    Richard M Clifford, O A Barbarin et al.ARTICLEApplied Developmental Science2005

    States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center for Early Development and Learning's Multi-State Study of Pre-Kindergarten, which collected…

  • Maternal Sensitivity and Child Wariness in the Transition to Kindergarten

    Diane Early, Sara E Rimm‐kaufman et al.ARTICLEParenting2002Cited by: 2References: 8

    Objective. This study tested maternal sensitivity as a moderator of the stability of wary behavior between 15 months and the transition to school. Design. Observational data from 15-month-old children and their mothers, kindergarten teacher reports, and maternal reports during the transition to kindergarten from 215 children from 3 sites (North Carolina, Virginia, and Arkansas) of the National Institute of Child Health and Human Development (NICH…

  • Early childhood care

    Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2001Cited by: 35References: 7

  • Preparing the workforce

    Open AccessDiane Early, Diane M Early et al.ARTICLEEarly Childhood Research Quarterly2001Cited by: 13References: 1

  • The Relation of Connection, Regulation, and Support for Autonomy to Adolescents'Functioning

    Open AccessJacquelynne S Eccles, Diane Early et al.ARTICLEJournal of Adolescent Research1997Cited by: 37References: 6

    How is adolescent functioning related to experiences of connection, regulation, and supportfor autonomy at home, in school, and with peers? Using datafrom the Maryland Adolescent Growth in Context (MAGIC) study (an ongoing longitudinal study of 1,387 African Amenrican and European American adolescents and theirfamilies), it was found that: (a)family demographic characteristics helped predict only academicperformance; (b) although positive experie…