Diane Horm
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View article: Leveraging natural language processing to deepen understanding of parent–child interaction processes and language development
Leveraging natural language processing to deepen understanding of parent–child interaction processes and language development Open
Objective The current study aimed to analyze the fine‐grained processes of parent–child interactions using modern machine learning and natural language processing algorithms. Background Although many studies have used audio samples to pred…
View article: Associations Between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment?
Associations Between Public Preschool Attendance and Third Grade School Outcomes: Are There Lasting Benefits in a Post-COVID-19 Environment? Open
Using newly available data from Tulsa, Oklahoma—home of a renowned and much-studied universal public preschool program—we investigated associations between public preschool attendance and a wide range of third grade school administrative o…
View article: The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade: Mitigating Gender, Racial/Ethnic, and Socio-Economic Disparities
The Role of Language and Literacy Skills in Science Learning from Kindergarten to 5th Grade: Mitigating Gender, Racial/Ethnic, and Socio-Economic Disparities Open
Despite the acknowledged impact of early science achievement on future success, there is a noticeable gap in research focused on understanding the dynamic longitudinal patterns of children attaining science learning milestones in their ear…
View article: Start Earlier, Stay Healthier? An Earlier Start to Public Preschool May Improve Detection of Health Problems
Start Earlier, Stay Healthier? An Earlier Start to Public Preschool May Improve Detection of Health Problems Open
View article: High‐quality early care and education for low‐income families: Toddlers’ cognitive and emotional functioning during the COVID‐19 pandemic
High‐quality early care and education for low‐income families: Toddlers’ cognitive and emotional functioning during the COVID‐19 pandemic Open
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.…
View article: Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions
Examining the interplay of teacher well-being, executive function, and adaptability in virtual instruction during COVID-19 disruptions Open
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 deman…
View article: Optimizing health services for young children in poverty: enhanced collaboration between Early Head Start and pediatric health care
Optimizing health services for young children in poverty: enhanced collaboration between Early Head Start and pediatric health care Open
Given the importance of health to educational outcomes, and education to concurrent and future health, cross-systems approaches, such as the Whole School, Whole Community, Whole Child (WSCC) framework, seek to enhance services typically in…
View article: Resilience: supporting children’s self-regulation in infant and toddler classrooms
Resilience: supporting children’s self-regulation in infant and toddler classrooms Open
Introduction Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increase…
View article: Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes
Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes Open
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…
View article: Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19
Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19 Open
The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the heal…
View article: Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study
Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study Open
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 l…
View article: Relationships between proximity to grocery stores and Oklahoma Early Care and Education classroom nutrition practices
Relationships between proximity to grocery stores and Oklahoma Early Care and Education classroom nutrition practices Open
The study purpose was to determine associations between proximity to grocery stores and Early Care and Education programs' (i.e., ECEs) classroom nutrition practices and barriers, by ECE context (Head Start, community-based childcare [CBC]…
View article: When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills.
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills. Open
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood is whether there are relative advantages of transitioning fro…
View article: Predictors of First-Grade Teachers’ Teaching-Related Time During COVID-19
Predictors of First-Grade Teachers’ Teaching-Related Time During COVID-19 Open
Exposure to teachers and teaching-related activities is vital for young children’s learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which nec…
View article: Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning
Both sides of the screen: Predictors of parents’ and teachers’ depression and food insecurity during COVID-19-related distance learning Open
View article: Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers
Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers Open
The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environme…
View article: Associations Between Community Nutrition Environments and Early Care and Education Classroom Nutrition Practices
Associations Between Community Nutrition Environments and Early Care and Education Classroom Nutrition Practices Open
View article: Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings
Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings Open
View article: Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions
Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions Open
View article: The Educare intervention: Outcomes at age 3
The Educare intervention: Outcomes at age 3 Open
View article: Children with Disabilities Tend to Stay in a Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities
Children with Disabilities Tend to Stay in a Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities Open
Using data from 21 Educare schools, the researchers measured the rate at which children from birth to kindergarten-age enter the school and rate at which they exit the school. Educare schools are highly resourced Early Head Start/Head Star…
View article: Tribally Affiliated Child-Care Center Environment and Obesogenic Behaviors in Young Children
Tribally Affiliated Child-Care Center Environment and Obesogenic Behaviors in Young Children Open
View article: Obesogenic environments in tribally-affiliated childcare centers and corresponding obesity rates in preschool children
Obesogenic environments in tribally-affiliated childcare centers and corresponding obesity rates in preschool children Open
View article: Macronutrient and micronutrient intakes of children in Oklahoma child-care centres, USA
Macronutrient and micronutrient intakes of children in Oklahoma child-care centres, USA Open
Objective To determine macronutrients and micronutrients in foods served to and consumed by children at child-care centres in Oklahoma, USA and compare them with Dietary Reference Intakes (DRI). Design Observed lunch nutrients compared wit…