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Attention and attachment related behavior toward professional caregivers in child care centers: A new measure for toddlers
Pallini, Susanna, April, 2012
The Journal of Genetic Psychology, 173(2), 158-174

A psychometric study of the reliability and validity of the Toddler Attention Questionnaire (TAQ) that includes an examination of the association of toddler attention and attachment security to professional caregivers, based on data from 72 20- through 36-months-old Italian children in Italy

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Center-based care for young children: Examining predictors of quality
Ghazvini, Alisa, 2002
The Journal of Genetic Psychology, 163(1), 112-125

An exploration of the impact of program quality and process indicators on predictors of high quality care and sensitive caregiver-child interaction, based on a sample of 75 parents of children aged 15 to 36 months and caregivers from 13 child care centers in a southeastern state

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Child care under pressure: The quality of Dutch centers in 1995 and in 2001
Deynoot-Schaud, Mirjam J.J.M. Gevers, 2005
The Journal of Genetic Psychology, 166(3), 280-296

An examination of child care quality over 6 years in 32 infant and toddler groups and 19 mixed-age groups from 39 child-care centers in the Netherlands, using the Infant/Toddler Environment Rating Scale (ITERS)

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Emergent literacy and early writing skills
Pinto, Giuliana, July-September 2012
The Journal of Genetic Psychology, 173(3), 330-354

An assessment of both the short- and long-term predictive power of various components of emergent literacy on early writing abilities and advanced writing competences, based on data from 72 children in Italy followed longitudinally from preschool to the end of the first grade of primary school

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I am really good at puzzles, but I don't get asked to play with others: Age, gender, and ethnic differences in Head Start children's self-perceptions of competence
Mantzicopoulos, Panayota, 2004
The Journal of Genetic Psychology, 165(1), 51-65

A longitudinal study of the relationship between self-perceptions of competence and differences in age, gender, and ethnicity among kindergarteners in a Midwestern community, based on a sample of 112 low-income children enrolled in a Head Start program, evaluated using the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA)

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Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success
Denham, Susanne A., July-September 2012
The Journal of Genetic Psychology, 173(3), 246-278

An extraction of a shortened version of the Minnesota Preschool Affect Checklist, Revised, a comparison of the structure, internal consistency, test-retest reliability, and stability of both versions, and, using the shortened measure, an examination of age, gender, and risk status differences in socioemotional behaviors, the relationship between emotion knowledge and both executive function and socioemotional behaviors, and of the relationship between socioemotional behaviors and early school adjustment and later kindergarten academic success of preschoolers, based on data from 352 3- and 4-year-olds attending private child care and Head Start programs, followed over time, and their parents

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Parental attitudes and poverty
Ramey, Craig T., 1979
The Journal of Genetic Psychology, 128(1), 3-6

Results from an assessment concerning parental attitudes among low-income, black mothers whose infants are high-risk for cultural-social retardation

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Predictors of children's emotional distress in a mother-absent situation: Implications for caregiving research
O'Laughlin, Elizabeth M., 2000
The Journal of Genetic Psychology, 161(2), 235-252

An analysis of older and younger sibling distress predictors in a mother-absent situation, focusing on environmental, temperamental, individual and family factors

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Preschoolers' emotion expression and regulation: Relations with school adjustment
Herndon, Kristina J., November, 2013
The Journal of Genetic Psychology, 174(6), 642-663

Children's expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, the authors' primary goal was to investigate whether preschoolers' expression or ability to regulate emotions were associated with teachers' ratings of school adjustment. A secondary goal was to investigate how boys and girls differed across these associations. Children's social-emotional behaviors in Head Start and private childcare center classrooms were observed, and using a series of measures, teachers' ratings of children's social competence, attitudes toward school, positive teacher relationships, and cooperative participation were collected. Three factors of children's school adjustment were extracted from these indicators. A series of hierarchical regressions revealed that emotion expression and regulation were indeed associated with children's reported school adjustment, with the strongest associations stemming from children's negative emotion expression and their emotion dysregulation. Many of these associations were also different for boys and girls. The results corroborate and extend the authors' earlier findings, and have implications for social-emotional programming to maximize children's early school success. (author abstract)

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Provider management of child stress behavior in family day care facilities: Scaffolding for learning and development by developmentally appropriate practices
Chang, Chih-Ying, 2006
The Journal of Genetic Psychology, 167(2), 159-177

A qualitative study of caregivers' management of young children's stress behaviors in family child care homes, focusing on the caregiver's use of developmentally appropriate practices in order to promote the development of self-regulation skills

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The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year
Zhang, Xiao, 2011
The Journal of Genetic Psychology, 172(2), 176-198

A longitudinal study of the changes in the relationship between measures of child behavior problems and measures of both closeness and conflict between teachers and children during children's first year of preschool, based on data collected from two cohorts of over 100 children from Beijing

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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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