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Aspects of quality in Greek day care centers
Petrogiannis, Konstantinos, 1996
European Journal of Psychology of Education, 11(2), 177-191

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Assessing quality characteristics of center-based early childhood environments in Germany and Portugal: A cross-national study
Tietze, Wolfgang, 1998
European Journal of Psychology of Education, 13(2), 283-298

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Cause and causality in daycare research: An investigation of group differences in Swedish child care
Wessels, Holger, 1996
European Journal of Psychology of Education, 11(2), 231-245

A study of the causal relationship between groups of infant children who have experienced divergent nonparental care arrangements in Sweden

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Child care in the preschool years: Attachment, behaviour problems and cognitive development
Pierrehumbert, Blaise, 1996
European Journal of Psychology of Education, 11(2), 201-214

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Education under five in Spain: A study of preschool classes in Seville
Lera, Maria-Josť, 1996
European Journal of Psychology of Education, 11(2), 139-150

A study of structural quality, process quality, their interrelationship, and the relationship of child care quality to public or private sponsorship in preschool classrooms in Seville, Spain in 1991

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French nursery schools and German kindergartens: Effects of individual and contextual variables on early learning
Tazouti, Youssef, June, 2011
European Journal of Psychology of Education, 26(2), 199-213

A comparison of differences in educational expectations, outcomes, and environments in French nursery schools and German kindergartens, based on data collected from 552 French or German children

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From communication to verbalization: Language practices in kindergarten
Florin, Agnes, 1998
European Journal of Psychology of Education, 13(3), 335-345

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New educational provision for young children in Italy
Mantovani, Susanna, 1996
European Journal of Psychology of Education, 11(2), 119-128

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The Norwegian perspective on issues of quality in day care
Borge, Anne I. H., 1996
European Journal of Psychology of Education, 11(2), 129-137

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On the ecological validity of measuring the sensitivity of professional caregivers: The laboratory versus the nursery
Goossens, Frits, 1996
European Journal of Psychology of Education, 11(2), 169-176

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Predicting child outcomes from preschool quality in Portugal
Abreu-Lima, Isabel M. P. , June, 2013
European Journal of Psychology of Education, 28(2), 399-420

The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N=215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through classroom observations using the ECERS-R and the Early Language and Literacy Classroom Observation. Global classroom quality although relatively low, predicted children's literacy skills and behavior but not math skills. Quality of language and literacy environment was not consistently related to child outcomes. Mother educational level stood out as consistently predicting most of child developmental outcomes. The relevance of these results is discussed considering the Portuguese educational scenario, in the realm of an international context. (author abstract)

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Prevention of fatherhood disorders: Accompanying early father-child interaction in day-care centers
Lamour, Martine, 2003
European Journal of Psychology of Education, 18(2), 191-210

An examination of the fathering process and its influence on day care center staff practices in Paris, using the Research-Action-Training approach to train and inform staff in the fathering process and father-baby and father-mother-baby relationships

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The relationship between infant day care and socio-emotional development with French children aged 3-4 years
Balleyguier, Genevieve, 1996
European Journal of Psychology of Education, 11(2), 193-199

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Sensitive periods in the development of attachment and the age of entry into day care
Varin, Dario, 1996
European Journal of Psychology of Education, 11(2), 215-229

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Two measures of the quality of group care for infants and toddlers
Beller, Emanuel Kuno, 1996
European Journal of Psychology of Education, 11(2), 151-167

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Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds
Calero, Maria Dolores, March, 2013
European Journal of Psychology of Education, 28(1), 133-155

A comparison of cognitive development, academic achievement, behavioral problems, and attitudes toward learning in indigenous Spanish children and immigrant children from both Spanish- and non-Spanish speaking countries, with an examination of relationships between parent- and teacher-reported behavior problems and preschoolers' attitudes toward learning, and between parents' child-rearing practices, and children's behavior problems, learning behaviors, school performance, and language proficiency, based on data from 176 Spanish-speaking 4- and 5-year-olds in preschool, and their parents, in greater Granada, Spain

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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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