Chin R Reyes- PhD
- Professor (Assistant) at Yale University
Chin R Reyes
- PhD
- Professor (Assistant) at Yale University
About
28
Publications
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Introduction
Dr. Reyes, Ph.D., is Research Scientist at the Yale Child Study Center. An applied developmental scientist by training, she applies the latest innovations in human developmental science to improve practice, programming, and social policy both nationally and internationally. Her primary area of interest is the promotion of social and emotional learning skills in young children. She is co-developer of the Climate of Healthy Interactions for Learning & Development (CHILD), a classroom observation tool that assesses the quality of social and emotional interactions in early childhood care and education settings. The CHILD is currently being implemented statewide in Colorado, Michigan, and Ohio, and in several cities around the US.
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Publications
Publications (28)
The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade cl...
This study examined how training, dosage, and implementation quality of a social and emotional learning program, The RULER Approach, were related to students' social and emotional competencies. There were no main effects for any of the variables on student outcomes, but students had more positive outcomes when their teachers (a) attended more train...
Objective:
Despite recent federal recommendations calling for increased funding for early childhood mental health consultation (ECMHC) as a means to decrease preschool expulsions, no randomized-controlled evaluations of this form of intervention have been reported in the scientific literature. This study is the first attempt to isolate the effects...
Preschool expulsion is a trending social problem. To date, this is the first study that examines the teacher decision factors behind preschool expulsions. This article presents results of the development and validation of the Preschool Expulsion Risk Measure (PERM). In a 2-phase analysis of the study, we provide evidence for the PERM’s reliability...
Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of...
Communication-rich early learning environments are essential to preschoolers’ language and social development but there is limited information about what happens to their communicative experiences when they are in classrooms that are comprised of preschoolers who are learning simultaneously other languages, in addition to English (i.e., dual langua...
Background
In low-income and middle-income countries, an estimated 181·9 million (74·6%) preschool-aged children do not receive adequate nurturing care in health, nutrition, protection, learning, and responsive care, thus jeopardising their healthy development across the life course. Working alongside the health sector, multisectoral actions includ...
Importance
There is no published national research reporting child care professionals’ physical health, depression, or stress during the COVID-19 pandemic. Given their central role in supporting children’s development, child care professionals’ overall physical and mental health is important.
Objectives
To evaluate the prevalence of chronic diseas...
Importance:
It is not known how effective child masking is in childcare settings in preventing the transmission of SARS-CoV-2. This question is critical to inform health policy and safe childcare practices.
Objective:
To assess the association between masking children 2 years and older and subsequent childcare closure because of COVID-19.
Desig...
Objectives:
Ensuring high coronavirus disease-2019 (COVID-19) vaccine uptake among US child care providers is crucial to mitigating the public health implications of child-staff and staff-child transmission of severe acute respiratory syndrome coronavirus 2; however, the vaccination rate among this group was previously unknown.
Methods:
To chara...
Background
The Sustainable Development Goals (SDGs) highlight the importance of investments in early childhood care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led...
Objectives: Ensuring a high COVID-19 vaccine uptake among U.S. child care providers is crucial to mitigating the public health implications of child-to-staff and staff-to-child transmission of SARS-CoV-2; however, the vaccination rate among this group is unknown.
Methods: To characterize the vaccine uptake among U.S. child care providers, we conduc...
Background: The Sustainable Development Goals (SDGs) highlight the importance of investments in early childhood care and education (ECCE) for young children and youth development. Given Pakistan's large young population and gender and urban-rural inequalities in access to education, training and employment, such investments offer opportunities. LEA...
Objective
Central to the debate over school and child care reopening is whether children are efficient COVID-19 transmitters and likely to increase community spread when programs reopen. We compared COVID-19 outcomes in child care providers who continued to provide direct in-person child care during the first three months of the U.S. COVID-19 pande...
Youth-led early childhood care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Childhood Assuring Children are Prepared for School” (LEAPS) was developed to address the educational needs of children and female youth in rural Sindh, Pakistan. In L...
Background
The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. C...
The international community has set forth global targets that include calls for universal access to high-quality early childhood care and education (ECCE), as indicated in the United Nations’ Sustainable Development Goals. One major impediment to achieving this target is the lack of a skilled workforce. In this paper, we argue the case for leveragi...
Journal of Peacebuilding & Development
Is early childhood relevant to peacebuilding?
Diane Sunar, Cigdem Kagitcibasi, James Leckman, Pia Britto, Catherine Panter-Brick, Kyle Pruett, Maria Reyes, William Hodges, Anna Zonderman, Yanki Yazgan, Ayla Göksel & Yasemin Sirali (2013) Is early childhood relevant to peacebuilding? Journal of Peacebuilding...
The RULER Approach ("RULER") is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that t...
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the Mayer-Salovey-Car...
A pre-and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools. Acad...
Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher...
The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school tea...
Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students' perceptions of their relationships with their teachers. Data were collected from 90 fifth- and sixth-grade classrooms (n = 2,000 students) and incl...
Because poor children are at greater risk of academic underachievement compared to more affluent children (McLoyd, 1998), this study seeks to expand the current knowledge base of underlying processes by which poverty status (i.e., intermittent and chronic poverty) influences academic achievement among children from first through fifth grade. Drawin...
