Children’s early care and learning experiences set the foundation for lifelong learning and well-being. CCFP researchers study young children’s social, emotional, cognitive and physical needs and how early care and education providers can best meet those needs. Our teams develop, implement, and evaluate innovative programs and strategies to foster optimal development in early care and education settings.
This study examines one of the mechanisms through which North Carolina’s statewide pre-K program (NC Pre-K) may generate such benefits: improvements in the teaching environments of the elementary schools in which NC Pre-K graduates enroll.
The goal of this study was to examine how multimedia/simulation training and weekly communities of practice related to virtual telepresence robotic consultation influenced consultants’ and childcare staff uptake of the virtual robotic telepresence consultation approach and their acceptance of this technology.
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina’s NC Pre-K program during the previous year. Higher value-added teachers promoted the skill development of all children, but did not differentially benefit the skill development of former NC Pre-K participants compared to non-participants.
In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to the early care and education workforce.
Project Description Family child care homes (FCCHs) are an important part of the early care and education system in North Carolina. While they make up only about a quarter of licensed care providers, they provide a critical service especially to families that work non-traditional hours, reside in rural communities or speak primary languages other than…
learn more about Preschool Development Grant: Child Care Deserts & Family Care ProvidersTogether with the Child Trends, researchers from CCFP are gathering feedback from parents and providers on what they think makes a high quality early care and education environment for infants and toddlers.
learn more about North Carolina Infant Toddler Cost Feasibility Study – Parent and Provider PanelsCCFP researchers are working with Families and Communities Rising to select, implement, and evaluate a school readiness assessment at their Head Start sites across Durham and Orange Counties.
learn more about Families & Communities Rising EvaluationTogether with the Hunt Institute, researchers from CCFP are implementing a collaborative partnership to support NC DHHS’ Division of Child Development and Early Education in completing updates to North Carolina’s Preschool Development (Birth Through Five) Needs Assessment, including information on the impact of COVID-19 on the child care and early education experiences of children and families.
learn more about Preschool Development Grant, Birth Through Five – Needs AssessmentIn early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to availability and affordability.
In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system strengths, needs, and ideas for improvement with respect to young children’s social and emotional development.
In early 2022, CCFP conducted focus groups comprised of diverse parents and child care providers from across North Carolina. This brief synthesizes their views on the system’s strengths, needs, and ideas for improvement with respect to school readiness.
This study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. Findings suggest that classroom peer effects may play only a limited role in sustaining early intervention effects.