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Academic competence in preschool: Exploring the role of close relationships and anxiety
Wood, Jeffrey J., 2007
Early Education and Development, 18(2), 223-242

A discussion of preschool children’s psychosocial pathway to school readiness and the importance of primary caregiver attachment as it relates to children’s anxiety, peer relationships and academic success, based on parent and teacher interviews and evaluations of 31 preschool children

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Accountability and quality in early childhood education: Perspectives from Asia
Wong, Margaret, March 2010
Early Education and Development, 21(2), 163-166

An introduction to a special issue of the journal Early Education and Development, focusing on the influence of accountability and quality rating efforts of select early education environments in Hong Kong, China, and India

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Accountability and quality in early childhood education: Perspectives from Asia [Special issue]
Wong, Ngai Chun Margaret, March 2010
Early Education and Development, 21(2)

A special issue of the journal Early Education and Development, focusing on the influence of accountability and quality rating efforts of select early education environments in Hong Kong, China, and India

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Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools
Li, Hui, July, 2012
Early Education and Development, 23(4), 603-621

A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families

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Added value of dialogic parent-child book readings: A meta-analysis
Mol, Suzanne E., January 2008
Early Education and Development, 19(1), 7-26

An analysis of data from multiple studies on of the effects of dialogic parent-child book reading on the vocabulary skills of young children

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Adult-child processes and early schooling
Pianta, Robert C., 1997
Early Education and Development, 8(1), 11-26

A discussion on the relationship of school outcomes to social processes

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African American fathers' contributions to children's early academic achievement: Evidence from two-parent families from the Early Childhood Longitudinal Study-Birth Cohort
Baker, Claire E., January, 2014
Early Education and Development, 25(1), 19-35

This study utilized a large sample (N=750) of 2-parent families from the Early Childhood Longitudinal Study-Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contribute to child development. Implications for research on early academic achievement in ethnically diverse samples are discussed. (author abstract)

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Ahakoa he iti: Early childhood pedagogies affirming of Maori children's rights to their culture
Rau, Cheryl, September, 2011
Early Education and Development, 22(5), 795-817

A discussion of the ways in which the features and history of Maori culture are realized in New Zealand's early education environments in light of the rights afforded to native education systems by the United Nations Declaration of the Rights of Indigenous Peoples

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Aligning research and policy on social-emotional and academic competence for young children
Nadeem, Erum, September 2010
Early Education and Development, 21(5), 765-779

A commentary on the ability of both historical and contemporary educational policies to promote an holistic approach to the development of social, emotional, and academic competencies in young children

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The answer is readiness: Now what is the question?
Graue, M. Elizabeth, 2006
Early Education and Development, 17(1), 43-56

A discussion of problems with common definitions and models of school readiness, measuring readiness, and systems of policy and practice to support readiness

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Assessing language, literacy, and mathematics skills with Work Sampling for Head Start
Meisels, Samuel J., November, 2008
Early Education and Development, 19(6), 963-981

A study of the validity and reliability of the Work Sampling for Head Start instrument, a modified version of the Work Sampling System for the assessment of early reading, language, and math, in a sample of 112 children enrolled in Saint Paul Public Schools CHOICE program

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Assessing quality in toddler classrooms using the CLASS-Toddler and the ITERS-R
La Paro, Karen M., August, 2014
Early Education and Development, 25(6), 875-893

Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant-Toddler Environment Rating Scale-Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. (author abstract)

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Assessment of early childcare programs in Jordan
Al-Omari, Aieman A., January 2011
Early Education and Development, 22(1), 128-150

A comparison of parental and caregiver perceptions of and satisfaction with infant and toddler care quality in Jordan, based on a survey of 45 child caregivers and 120 parents

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Assessment of early developing phonological awareness skills: A comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening-Prek
Moyle, Maura Jones, July, 2013
Early Education and Development, 24(5), 668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening-PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development. (author abstract)

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Assistant teachers in Head Start classrooms: Comparing to and working with lead teachers
Curby, Timothy W., September, 2012
Early Education and Development, 23(5), 640-653

A comparison of lead and assistant teachers on their levels of emotional support, classroom organization, and instructional support, and an examination of the degree to which lead and assistant teachers worked in conjunction with each other across a typical morning, based on data from 14 pairs of Head Start classroom teachers in the Washington, DC, metropolitan area

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Assistant teachers in prekindergarten programs: What roles do lead teachers feel assistants play in classroom management and teaching?
Laura Stout, Sosinsky, July, 2011
Early Education and Development, 22(4), 676-706

A survey of variations in the number and educational backgrounds of classroom educational assistants employed in prekindergarten classrooms, a study of lead teachers' perceptions of the usefulness of assistants, and a study of differences in lead-teacher planning time in classrooms with and without assistants, based on data collected from a nationally representative sample of prekindergarten classes during the 2003-2004 school year

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Associations of preschool type and teacher-child relational quality with young children's social-emotional competence
Garner, Pamela W., April, 2014
Early Education and Development, 25(3), 399-420

This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional competence measures and university-affiliated preschoolers experiencing less peer victimization than urban and suburban Head Start preschoolers. Differences across preschool types were also found for the teacher-child variables, such that teacher-child closeness was lower and teacher-child conflict and dependence were highest in the urban Head Start preschool. Regression analyses revealed significant and meaningful interactions between preschool type and teacher-child relational quality in the prediction of children's social-emotional outcomes. Teacher-child conflict was negatively associated with emotion regulation and teacher-child dependence was associated with the highest levels of emotion regulation, but only for university-affiliated preschoolers. Suburban Head Start preschoolers experienced less prosocial attention than urban Head Start preschoolers, but only when teacher-child closeness was high. Teacher-child closeness was also a negative predictor of urban Head Start preschoolers' prosocial attention. (author abstract)

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Associations of warmth and control of Filipina domestic helpers and mothers to Hong Kong kindergarten children’s social competence
Ip, Hoi Man, March 2008
Early Education and Development, 19(2), 284-301

A study of the relationship between children’s social development in kindergarten and the warm or controlling caregiving styles of mothers and hired domestic caregivers, based on a sample of 63 triads of children and mothers from Hong Kong and hired domestic caregivers from the Philippines

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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
Driscoll, Katherine C., January 2010
Early Education and Development, 21(1), 38-64

An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions

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Beating the odds: A longitudinal investigation of low-income dual-language and monolingual children's English language and literacy performance
Han, Myae, August, 2014
Early Education and Development, 25(6), 841-858

The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families. (author abstract)

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Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development
NICHD Early Child Care Research Network, 2001
Early Education and Development, 12(4), 545-576

A study of a large sample of three-year-old children relating ethnic background, three levels of family income, family characteristics and experiences in child care to child development

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Behavioral regulation and early academic achievement in Taiwan
Wanless, Shannon B., January 2011
Early Education and Development, 22(1), 1-28

A confirmation of the relationship between age and scores on the Head-to-Toes Task (HTT), a direct measure of behavioral regulation, and a confirmation of the relationship between HTT scores and vocabulary, early math and teacher-rated classroom behavioral regulation, in a sample of 152 3.5- through 4.5-year-olds in seven preschools in Taiwan

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Behavior problems in African American boys and girls attending Head Start programs in violent neighborhoods
Randolph, Suzanne M., 2000
Early Education and Development, 11(3), 339-356

An examination of behavioral problems, and their severity, exhibited by African American children attending a Head Start program in a violent neighborhood, based on a sample of 312 mothers of Head Start children in the Washington, D.C.-metro area, who assessed their children using the Child Behavior Checklist (CBCL)

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Behavior regulation and early math and vocabulary knowledge in German preschool children
Suchodoletz, Antje von, April, 2013
Early Education and Development, 24(3), 310-331

An examination of gender differences in the development of behavior regulation and of the relationship between behavior regulation and children's early math and vocabulary knowledge, based on data from 60 German children in early care and education centers in Germany

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Benefits of an intervention focused on oddity and seriation
Kidd, Julie K., November, 2012
Early Education and Development, 23(6), 900-918

An experimental study of the impact of instruction in oddity--choosing the object that differs from others, and seriation--ordering objects on a dimension and inserting new objects into such orders, on children's cognitive skill development, identification of letters, counting, adding, and subtracting, using control instructional groups focusing on letter recognition and identification, numeracy, and art, and based on data from 72 Head Start children from 7 urban Head Start centers who scored low on an oddity test and were randomly assigned to an instructional group

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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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