Assessments of learning-related skills and interpersonal skills constructs within early childhood environments in Singapore
A validity study of learning related and interpersonal skills constructs of two instruments based on 21 teacher ratings of 117 3- through 6-year-olds in Singapore
Reports & Papers
Associations between shyness, reluctance to engage, and academic performance
A critical commentary on the implications of the research findings presented in the Shyness and Language Special Issue of the journal Infant and Child Development on the long-term impact of shyness on children’s development of language and literacy skills
Other
At a loss for words?: Introduction to the special issue on shyness and language in childhood
An introduction to a special issue of the journal Infant and Child Development, exploring the relationship between shyness and children?s language development and literacy skills
Other
Caring for infant daughters and sons in dual-earner households: Maternal reports of father involvement in weekday time and tasks
A study of maternal reports of gender differences in weekday father involvement with 12-month-olds in 47 dual earner households utilizing full time infant day care with a focus on father’s time alone with infants, time available to the infant, and participation in care giving tasks
Reports & Papers
Child care before 6 months of age: A qualitative study of mothers' decisions and feelings about employment and non-maternal care
A qualitative study of British mothers' beliefs in terms of infant child care and employment, examining reasons for returning to work, process of selecting child care, range and type of advice received, and involvement of fathers
Reports & Papers
Cumulative parenting stress across the preschool period: Relations to maternal parenting and child behaviour at age 5
A study of cumulative parenting stress across two domains, life events, and parenting daily challenges, assessed with children 3-5 years old in a sample of 125 children and their mothers
Reports & Papers
Does 'wanting the best' create more stress?: The link between baby sign classes and maternal anxiety
A comparison of the stress levels of parents who choose to attend either gesture-based parent-infant communication classes or other parent-infant classes, based on self-reports of stress of 178 parents
Reports & Papers
Does well-being contribute to performance?: Emotional security, teacher support, and learning behaviour in kindergarten
A study of how emotional security of kindergarten children impacts their level of task involvement and achievement
Reports & Papers
Exposure to child care, parenting style and attachment security
An analysis of whether security of attachment varied due to quality of parenting and quantity of exposure to child care
Reports & Papers
Further examination of the convergent and discriminant validity of the Student-Teacher Relationship Scale
A presentation of two studies of the convergent and discriminant validity of the Student–Teacher Relationship Scale with 60 kindergarteners, 71 preschool children, and 35 of their teachers
Reports & Papers
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children
A study of the effects of a battery of both individual and small-group tasks on the memory, interference control, and cognitive flexibility measures of a representative sample of 144 Swiss preschoolers and kindergarteners
Reports & Papers
Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children
A study of the impact of an executive function intervention on the working memory, interference control, and cognitive flexibility of prekindergarten and kindergarten children, based on data from 135 children 54- through 81-months-old, enrolled in either prekindergarten or kindergarten in Switzerland
Reports & Papers
Improving mother-child interaction in low-income Turkish-Dutch families: A study of mechanisms mediating improvements resulting from participating in a home-based preschool intervention program
An examination of the effectiveness of a home-based early education intervention program on improving cognitive and language outcomes in children
Reports & Papers
Individual differences in preschool children: Temperament or personality?
A validity study of M5-PreSchool measure of personality and its relationship to a measure of temperament traits in a sample of 122 preschool children from a variety of socioeconomic background levels in North Carolina
Reports & Papers
Infant-directed media: An analysis of product information and claims
A categorical analysis the relationship between the claims on packaging and the educational content of a sample of 58 educational videos marketed to parents of infants
Reports & Papers
Language and academic abilities in children with selective mutism
An inquiry into the influence of children’s anxiety and selective mutism on their academic abilities in non-language subject areas, based on a sample of 103 children, aged 6 through 10, and their parents, recruited from mental health agencies near Hamilton, Ontario, Canada
Reports & Papers
Language, shyness, and social contexts: Commentary
A commentary on the current state of research on the relationship between shyness and children’s language abilities, with a focus on the need for the comparison of outcomes across cultures and genders, and the development of interventions for shy children
Other
The longitudinal interplay of psychopathology and social competence during Chinese children's transition to preschool
The present study examined the longitudinal relations between psychopathology and social competence in a sample of 115 Chinese children during the transition to preschool initiated in their third year of life. Social competence was assessed by maternal reports at three months after preschool entry (T1) and at the end of the first (T2) and second (T3) preschool years. Internalizing and externalizing symptoms were assessed by maternal reports at T1 and T2. The results showed that T1 externalizing predicted rank-order decreases in social competence from T2 to T3. T1 Internalizing predicted rank-order decreases in social competence from T1 to T2 but growth of competence from T1 to T3 and rank-order increases in competence from T2 to T3. Rank-order decreases in internalizing from T1 to T2 also predicted rank-order increases in social competence from T2 to T3. These longitudinal relations held across gender and proved robust to the inclusion of broad individual and family process variables as covariates. (author abstract)
Reports & Papers
Mothers' attachment representations and choice of infant care: Center care vs. home
An examination of the quality of attachment representations of mothers who enrolled their child in child care center as opposed to mothers who remained at home with their child
Reports & Papers
'Play Skills' for Shy Children: Development of a social skills facilitated play early intervention program for extremely inhibited preschoolers
A study of the effects of the Play Skills for Shy Children program, an early intervention program using a social skills facilitated play approach to reduce social anxiety and increase social interactions with peers among preschool-aged extremely inhibited children, based on data from 22 4- and 5-year-old children attending local child care centers, nurseries, and preschools in Ottawa, Canada
Reports & Papers
Precursors of language ability and academic performance: An inter-generational, longitudinal study of at-risk children
An investigation the inter-generational transfer of risk through an examination of the relationship between the academic outcomes of children and maternal risk factors and expressive language shared by mothers and preschool-aged children drawn from the Concordia Longitudinal Risk Project, a prospective, investigation of French-speaking families from low-socioeconomic status Montreal neighborhoods
Reports & Papers
Preschool child care and parents' use of physical discipline
A study of the association between child care use and parents' use of physical discipline, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
Reports & Papers
Refining the Preschool Self-regulation Assessment for use in preschool classrooms
A validity study of the Preschool Self-regulation Assessment (PSRA) for both research and applied purposes that includes an examination of each tasks' usability at two time points, of their structure and reliability, of differences in the components of the measure by age, gender, and socioeconomic risk status, and a description of teachers' reports on school readiness, classroom adjustment, and academic success across two periods, based on data from 313 preschoolers and their teachers enrolled in Head Start and private child care centers in Northern Virginia
Reports & Papers
The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers
A study of the relationships between pre-academic skills at age 4 and age 3 maternal emotional and cognitive support during a problem-solving task, the quality of the home learning environment, and child emotional responsiveness, based on data from 263 mother-child dyads from preschools and child care centers in a small Southeastern city
Reports & Papers
The relation of maternal emotional and cognitive support during problem solving to pre-academic skills in preschoolers
A study of the relationship between children's pre-academic skills at age 4 and age 3 maternal emotional and cognitive support during a problem-solving task, the quality of the home learning environment, and general emotional responsiveness at age 3, based on data from 244 mother-child dyads in a city in the Southeast
Reports & Papers
