Human Development and Family Studies

Catherine Scott-Little, Ph.D.

Peer Reviewed Publications

Reid, J.L., Kagan, S.L., & Scott-Little, C. (available on-line, in press). New understandings of cultural diversity and the implications for early childhood policy, pedagogy, and practice. Early Child Development and Care.

Pianta, R., Hamre, B., Downer, J., Burchinal, M., Williford, A., Locasale-Crouch, J., Howes, C., La Paro, K., & Scott-Little, C. (available on-line, in press). Early childhood professional development: Coaching and coursework effects on indicators of children’s school readiness. Early Education and Development.

Summral, T.C., Scott-Little, C., La Paro, K.M., Pianta, R.C., Burchinal, M., Hamre, B., Downer, J., & Howes, C. (available online, in press). Student teaching within early childhood teacher preparation programs: An examination of key features across two- and four-year institutions. Early Childhood Education Journal.

LoCasale-Crouch, J., DeCoster, J., Cabell, S.Q., Pianta, R.C., Hamre, B.K., Downer, J.T.,  Hatfield, B., Larsen, R., Burchinal, M.,  Howes, C., LaParo, K., Scott-Little, C., & Roberts, A. (2016). Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice. Early Childhood Research Quarterly, 36, 201-209.

Hestenes, L., Kintner-Duffy, V., Wang, Y. C., La Paro, K., Mims, S. U., Crosby, D., Scott-Little, C., & Cassidy, D.J. (2015). Comparisons among quality measures in child care settings: Understanding the use of multiple measures in QRIS and their links to social-emotional development in preschool children. Early Childhood Research Quarterly, 30, 199-214.

LaParo, K., Scott-Little, C., Ejimorfor, A., Sumrall, T., Kintner-Duffy, V., Pianta, R.C., Burchinal, M., Hamre, B., Downer, J. & Howes, C. (2014). Student teaching feedback and evaluation: Results from a seven state survey. Journal of Early Childhood Teacher Education, 35, 318-336.

Hardin, B. J., Scott-Little, C. & Mereoiu, M. (2013). The Formulario Familiar Bilingue de Información Formulario/Family Bilingual Information & Observation Questionnaire: A Parent Report Tool for Spanish Speaking Pre-kindergarteners. Journal of Research in Childhood Education, 27, 485-509.

LaParo, K., Thomason, A., Maynard, C., & Scott-Little, C. (2012). Developing teachers’ classroom interactions: A description of a video review process for early childhood education students. Journal of Early Childhood Teacher Education, 33, 224-238.

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., Locasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). Supporting effective teacher-child interactions through coursework: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88-123.

LoCasale-Crouch, J., Kraft-Sayre, M., Pianta, R.C., Hamre, B., Downer, J. T., Leach, A., Burchinal, M., Howes, C., La Paro, K., & Scott-Little, C. (2011). Implementing an early childhood professional development course across 10 sites and 15 sections: Lessons learned. NHSA Dialogue, 14, 275-292.

Scott-Little, C., LaParo, K., Thomason, A., Pianta, R.C., Hamre, B., Downer, J., Burchinal, M., Howes, C.  (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32, 200-224.

Scott-Little, C., Kagan, S. L., Frelow, V. & Reid, J. (2009). Infant-toddler early learning guidelines: The content states have addressed and implications for programs serving children with disabilities. Infants & Young Children, 22, 87-99.

Hestenes, L. L., LaParo, K., Scott-Little, C., Chakravarthi, S., Lower, J. K., Cranor, A., Cassidy, D. J., & Niemeyer, J. (2009). Team teaching in an early childhood interdisciplinary program:  A decade of lessons learned. Journal of Early Childhood Teacher Education, 30, 172-183.

LaParo, K. M., Siepak, K., & Scott-Little, C. (2009). Assessing beliefs of preserve early childhood education teachers using Q-Sort methodology. Journal of Early Childhood Teacher Education, 30, 22-36.

Mims, S., Scott-Little, C., Lower, J., Cassidy, D. J., & Hestenes, L. (2008). Education level and stability as it relates to early childhood classroom quality:  A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23, 227 - 237.

Scott-Little, C. Brown, G., Hooks, L., & Marshall, B. J. (2008). Classroom quality rating systems: What do teachers do to get ready and what do they think about the process? Young Children 63 (6), 40 - 45.

Brown, G., Scott-Little, C., Amwake, L., & Wynn, L. (2007). A review of methods and instruments used in state and local evaluations. University of North Carolina at Greensboro: The Regional Educational Laboratory at the SERVE Center. (REL 2007, Report No. 004).

Scott-Little, C., Lesko, J., Martella, J. & Milburn, P. (2007). Early learning standards: Results from a national survey to document trends in state-level policies and practices. Early Childhood Research and Practice, 9 (1), available at

Scott-Little, C., LaParo, K. M. & Weisner, A. (2006). Examining differences in students’ beliefs and attitudes: An important element of performance-based assessment systems for teacher preparation programs. Journal of Early Childhood Teacher Education, 27, 379-390.

Kagan, S. L., Carroll, J., Comer, J., & Scott-Little, C. (2006). Transition and alignment: The missing link in early childhood education. Young Children, 61 (5), 26 – 32.

 Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2006). Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quarterly, 21, 153 - 173.

Hooks, L. M., Scott-Little, C., Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state's experience in improving practice. Early Childhood Education Journal, 33, 399 - 403.

Scott-Little, C., Kagan, S. L., & Frelow, V. S. (2005). Inside the Content: The depth and breadth of early learning standards. University of North Carolina at Greensboro: SERVE Center for Continuous Improvement.

Kagan, S. L., Scott-Little, C., & Frelow, V. S. (2003). Early learning standards for young children: A survey of the states. Young Children, 58 (5), 58-64.

Scott-Little, C., Kagan, S. L., & Frelow, V. S. (Fall, 2003). Creating the Conditions for Success with Early Learning Standards: Results from a National Study of State-level Standards for Children’s Learning Prior to Kindergarten. Early Childhood Research and Practice. 5 (2). Available at

Scott-Little, C., Hamann, S., & Jurs, S. G. (2002). Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings. American Journal of Evaluation, 23, 387-419.

Brown, E. G., Amwake, C., Speth, T., & Scott-Little, C. (2002, Fall). The Continuity Framework: A tool for building home, school, and community partnerships. Early Childhood Research & Practice, 4 (2). Available at

Maxwell, K. L., Bryant, D. M., Ridley, S. M., & Scott-Little, C. (2001). School readiness in North Carolina: One state’s attempt to do the right thing. Young Children, 56 (6), 59-62.

Saluja, G., Scott-Little, C. & Clifford, R. M. (2000, Fall).  Readiness for school: A survey of state policies and definitions. Early Childhood Research & Practice, 2 (2). Available at

Scott-Little, M. C., & Holloway, S. D. (1994). Caregivers’ attributions about children’s misbehavior in child-care centers. Journal of Applied Developmental Psychology, 15, 241-253.

Scott-Little, M. C., & Holloway, S. D. (1992). Child-care providers’ reasoning about misbehaviors: Relation to classroom control strategies and professional training. Early Childhood Research Quarterly, 7, 595-606.

Khuns, C.L., Holloway, S. D., & Scott-Little, M. C. (1992). Mothers’ and child-care providers’ cognitive, affective, and behavioral responses to children’s misbehavior. Journal of Early Education and Development, 3. 232-243.

Calvert, S. L., & Scott, M. C. (1988). Sound effects for children’s temporal integration of fast-paced television content. Journal of Broadcasting & Electronic Media, 33, 233-246.

Comissioned Papers and Edited Chapters

Scott-Little, C. & Maxwell, K. (2015). Improving Systems of Learning Through the Use of Child Standards and Assessments. In H. Dichter (Ed.).Rising to the Challenge: Building Effective Systems for Young Children and Families. Boston, MA: The BUILD Initiative.

Scott-Little, C. (2015). Standards-based Quality Improvement Efforts: Implications for Governance Structures. In S. L. Kagan & R. E. Gomez (Eds.). Governance of Early Childhood Education: Choices and Consequences. New York: Teachers College Press.

Scott-Little, C., Kagan, S.L., Reid, J.L., Sumrall, T.C., & Fox, E.A. (2014). Common Early Learning and Development Standards Analysis for the North Carolina EAG Consortium: Summary report. The BUILD Initiative.

Scott-Little, C., Bruner, C., & Schultz, T. (2011). Discussion guide to responding to focused investment area (E)(1) and competitive priority 3: Kindergarten Entry Assessment. Commissioned paper for the Early Learning Challenge Collaborative.

Scott-Little & Reid, J. (2010). Aligning the content of early childhood care and education to promote effective transitions. In S. L. Kagan & K. Tarrant (Eds.). Transitions in the early years: Creating a system of continuity. Baltimore, MD: Brookes Publishing.

Scott-Little, C., Cassidy, D. J., Lower, J., & Ellen, S. (2010). Early learning standards and program quality-improvements initiatives: A systemic approach to supporting children’s learning and development. In P. W. Wesley & V. Buysse (Eds). The quest for quality: Promising innovations for early childhood programs. Baltimore, MD: Brookes Publishing.

Scott-Little, C. (2010). Development and implementation of early learning standards in the United States. In E. Baker, P. Peterson, & B. McGraw (Eds.). The International Encyclopaedia of Education, 3rd Edition. Amsterdam: Elsevier.

 Scott-Little, C. (2008). Mathematics content addressed in state-level early learning standards. Commissioned paper submitted to the Early Childhood Mathematics Committee of the National Research Council/National Academy of Science.

Scott-Little, C. (2008). Children’s readiness for success in school. In S. Feeny & A. Galper (Eds.).  Continuing issues in early childhood education (3rd edition). Merrill/Prentice Hall.

Scott-Little, C. (2005). Promoting quality early learning settings: Issues for consideration. Briefing paper commissioned by the Ohio School Readiness Solutions Group. Columbus, Ohio: Ohio Department of Education.