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Attachment, temperament, and preschool children's peer acceptance
Szewczyk-Sokolowski, Margaret, 2005
Social Development, 14(3), 379-397

An analysis of the interplay between preschool children's attachment security, temperament, and peer acceptance using the Waters Attachment Behavior Q-set, mother observations, and Standard Picture-Sociometric Nominations and paired comparisons

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Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start
Bierman, Karen L., May 2009
Social Development, 18(2), 305-323

An examination of the correlations between behavioral measures of school readiness and both academic knowledge and executive function in a sample of 356 4-year-old children in Head Start programs in three Pennsylvania counties

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Child care caregiver sensitivity and attachment
Howes, Carollee, 1998
Social Development, 7(1), 25-36

An overview of three studies measuring the impact of child care caregivers' sensitivity on children's attachment security

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Children and their child care caregivers: Profiles of relationships
Howes, Carollee, 1995
Social Development, 4(1), 44-61

A study of child and child care provider relationships based on an analysis of toddler and preschool children behavior profiles

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Children's attachment relationships with day care caregivers: Associations with positive caregiving and the child's temperament
De Schipper, J. Clasien, August 2008
Social Development, 17(3), 454-470

A study of the association between positive caregiving at child care centers and secure child-caregiver attachment relationships in children with irritable and non-irritable temperaments, based on observations of 48 middle class young children at 41 centers

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Classroom composition, childcare history and social development: Are childcare effects disappearing or spreading?
Belsky, Jay, February 2009
Social Development, 18(1), 230-238

A summary of evidence from a study of the association between the aggregate child care experiences of classrooms of children and the externalization of problem behaviors in the primary school years

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Dissipating or diffusing aggression after non-maternal childcare?: Commentary on a novel hypothesis
Linting, Marielle, February 2009
Social Development, 18(1), 239-246

A critique of the findings of a study indicating a positive association between aggregate child care experience of classrooms of grade school children and their externalization of problem behaviors

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The effect of gender on children's social behavior in a limited resource situation: An observational study
Green, Vanessa A., 2003
Social Development, 12(4), 586-604

An examination of the effect of gender, gender group composition, and social competence on children’s competition over limited resources, with unfamiliar peers, at individual and group levels in Australia

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The effects of a creative dance and movement program on the social competence of Head Start preschoolers
Lobo, Yovanka B., 2006
Social Development, 15(3), 501-519

An evaluation of the impact of an eight week creative dance program on Head Start children's social competence and behavior problems

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Effects of a punitive environment on children's executive functioning: A natural experiment
Talwar, Victoria, November, 2011
Social Development, 20(4), 804-824

A comparison of the executive function of children in both kindergarten and first grade, from a school that practices corporeal punishment and from one that does not, taking into account receptive vocabulary, verbal ability, and parental disciplinary beliefs, based on data from 63 children between 3- and 6-years-old from two West African private schools

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Entering a new peer group in ethnically and linguistically diverse childcare classrooms
Howes, Carollee, November 2008
Social Development, 17(4), 922-940

A six-month longitudinal study of the associations between child social competence and race, language, relationships with teachers, and classroom characteristics in a population of 190 children low income children in 38 racially- and linguistically-diverse urban classrooms

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Family-school connectedness and children's early social development
Serpell, Zewelanji Natashya, February, 2012
Social Development, 21(1), 21-46

An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers

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Leiden Inventory for the Child's Well-Being in Day Care
De Schipper, J. Clasien, 2004
Social Development, 13(4), 531-550

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Leiden Inventory for Daily Stability
De Schipper, J. Clasien, 2004
Social Development, 13(4), 531-550

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Making the most of small effects
Thompson, Ross A., February 2009
Social Development, 18(1), 247-251

A commentary on the positive associations between the aggregate years of child care among children in elementary classrooms and both middle childhood academic achievement and externalizing problem behavior, and a discussion of this phenomenon in the context of the diminishing influence of early education on social and cognitive growth trajectories into middle childhood

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Networks of attachment relationships in low-income children of Mexican heritage: Infancy through preschool
Howes, Carollee, November 2009
Social Development, 18(4), 896-914

A longitudinal exploration of attachment relationships between caregivers and children in families of Mexian heritage, based on a subsample of 83 children and their mothers who participated in a larger study and self-identified themselves as being of Mexican origin

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New child-caregiver attachment relationships: Entering childcare when the caregiver is and is not an ethnic match
Howes, Carollee, November 2006
Social Development, 15(4), 574-590

An examination of behavior, perception, and ethnic or racial matches between caregivers and children, upon the latter’s first entrance into center based child care, as predictors of attachment relationship quality measured six months later

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Peer contacts of 15-month-olds in childcare: Links with child temperament, parent-child interaction and quality of childcare
Deynoot-Schaud, Mirjam J.J.M. Gevers, November 2006
Social Development, 15(4), 709-729

An observational study designed to gain further insight into toddlers' peer relations in child care centers as well as an attempt to explain individual differences in peer relations in terms of young children's temperament, quality of parent child interactions, and child care quality

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Predicting social wariness in middle childhood: The moderating roles of childcare history, maternal personality and maternal behavior
Degnan, Kathryn Amey, August 2008
Social Development, 17(1), 471-487

A study of the potential moderating influences of child care history, maternal negativity, and maternal solicitous behavior on the association between infant temperamental reactivity and childhood social wariness, based on data collected from a population of 153 children participating in a longitudinal study

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Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference?
Buyse, Evelien, February, 2011
Social Development, 20(1), 33-50

An examination of the moderating role of teacher-child closeness in the association between mother-child attachment quality and aggressive behavior in kindergarten, and a study of the moderating role of teacher sensitivity in the association between preschool attachment quality and kindergarten teacher-child closeness, based on data collected from 237 Dutch-speaking Belgian children

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Reactive temperament and sensitivity to context in childcare
Phillips, Deborah A., August, 2012
Social Development, 21(3), 628-643

A study of the relationship between toddlers' temperaments and variations in both child care quality and hours in care with peers, based on data from a subset of 66 children from the Temperament Over Time Study (TOTS), followed from the ages of 4 months through 2 years, and additional data from their teachers and parents

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The relations between infant negative reactivity, non-maternal childcare, and children's interactions with familiar and unfamiliar peers
Almas, Alisa N., November, 2011
Social Development, 20(4), 718-740

A study of the relationships among children's temperament, experience of non-maternal child care, and behavior toward unfamiliar peers, based on child temperament data at 4 months, data from parents and observations of their 113 children at 24 months, and child observations in the laboratory with an unfamiliar peer at 24 and 36 months

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The role of physical context, verbal skills, non-parental care, social support, and type of parental discipline on the development of ToM capacity in five-year-old-children
Galende, Nuria, November, 2011
Social Development, 20(4), 845-861

A study of the relationship between family context variables, including quality of non-parental care, and performance on Theory of Mind (ToM) tasks, based on data from 70 5-year-old children in 3 primary schools in Spain

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Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations
Howes, Carollee, 2000
Social Development, 9(2), 191-203

A longitudinal study of the influence of preschool socio-emotional climate and early individual child-teacher relationships and behavior problems in predicting second grade social competence with peers

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Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
Hamre, Bridget, February, 2008
Social Development, 17(1), 115-136

A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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