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Acceptability ratings of language interventions and reasoning as described by early childhood special education teachers
Turan, Yasemin, October, 2012
Early Child Development and Care, 182(10), 1371-1382

An examination of teachers' preferences between naturalistic and therapeutic approaches to language interventions and reasoning, based on data from 29 early childhood special education teachers from public school districts in Southern California

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Acquisition of hearing, listening and speech skills by and during key stage 1
Robinshaw, Helen, August 2007
Early Child Development and Care, 177(6 & 7), 661- 678

An examination of the relationship between effective classroom teaching and factors that may affect listening and speech skills in children between the ages of 5 and 7, including classroom acoustic environments, reduced hearing sensitivity, and underdeveloped listening skills

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ADHD, culture and education
Singh, Ilina, May 2008
Early Child Development and Care, 178(4), 347-361

A socio-historical account of the Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis and its treatment with pharmaceuticals, focusing on the disorder's history in the United States

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ADHD in American early schooling: From a cultural psychological perspective
Lee, Kyunghwa, May 2008
Early Child Development and Care, 178(4), 415-439

A study of teacher perceptions of problem behavior in general and the practice of diagnosis and pharmaceutical treatment for Attention Deficit/Hyperactivity Disorder (ADHD), based on interviews with 10 pre-kindergarten through third grade teachers in the Southeastern United States

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Adjustment difficulties in preschool education: Greek educators' aspects
Kontopoulou, Melanthia, 2003
Early Child Development and Care, 173(2-3), 259-269

An investigation into views of early childhood educators on childrenís adjustment to preschool, based on a survey of 100 teachers in Thessaloniki, Greece

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Adult response to children's exploratory behaviours: An exploratory study
Chak, Amy, June 2010
Early Child Development and Care, 180(5), 633-646

An examination of the potential responses to childrenís exploratory behavior and the assumptions and rationale behind those responses, based on the responses of 19 preschool teachers and 14 parents to vignettes and interview questions

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Aesthetic experience and early language and literacy development
Johnson, Helen L., April 2007
Early Child Development and Care, 177(3), 311-320

An exploration of the connections between theory and research in language development and childrenís engagement with the arts, and their implications for early childhood classroom practice

Other


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Age for enrolling in full-time childcare: A qualitative study of parent and caregiver perspectives
Undheim, Anne Mari, December, 2012
Early Child Development and Care, 182(12), 1673-1682

The aim of this study was to explore the views of parents and caregivers on the optimal age for enrolment in childcare. The sample consisted of 41 parents of children aged 18 months or less who were in childcare (22 boys and 19 girls), and 34 of their caregivers. Parents and caregivers were interviewed using a semi-structured interview. Both parents and caregivers found the questions difficult to answer; individual differences between children were mentioned as one of the reasons. Many of the parents and caregivers suggested an enrolment age of 12-18 months. An interesting difference occurred between the two groups: five (13%) of the parents suggested enrolling children before the age of one year, such as at 9-10 months of age, but none of the caregivers wanted children enrolled before the age of one year. (author abstract)

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An alternative undergraduate teacher preparation program in early childhood education
Xu, Yaoying, 2003
Early Child Development and Care, 173(5), 489-497

A discussion of the implementation of the joint Early Childhood Studies/Education Program for undergraduate students between the University of Nevada, Las Vegas and the Community College of Southern Nevada

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The Americans with Disabilities Act and child care programs
Pardeck, John, 1997
Early Child Development and Care, 138(1), 29-39

A discussion of the Americans with Disabilities Act of 1990 and the actions that can and cannot be taken by child care facilities when dealing with children with disabilities, such as discrimination against children with disabilities, admittance of children with disabilities to a child care facility, and what constitutes reasonable accommodation

Other


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Analysis of ongoing participation in a child care workforce cash incentive programme in the United States
Gable, Sara, July 2010
Early Child Development and Care, 180(6), 719-734

A study of factors associated with the continued participation of child care center staff in the Workforce Initiative (WIN) paid professional development program, based on data collected through the initial surveys and semiannual telephone interviews of 400 staff from 99 child care centers over the course of 3 years

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An analysis of teacher practices with toddlers during social conflicts
Gloeckler, Lissy R., May, 2014
Early Child Development and Care, 184(5), 749-765

Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System - Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System -Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed. (author abstract)

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Analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in Turkey
Kabadayi, Abdulkadir, April 2007
Early Child Development and Care, 177(3), 275-293

A descriptive investigation of the relationship between the cognitive styles and instructional preferences of Turkish preschool student-teachers and their practicing preschool teacher mentors

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Antecedents and correlates of the popular-aggressive phenomenon in elementary school
Rodkin, Philip C., May/June 2010
Early Child Development and Care, 81(3), 837-850

A study of the relationship between popular-aggressive behavior in grades 3 through 6 and cognitive functioning, maternal sensitivity, and participation in child care through age 4.5 from a secondary analysis of data from 1022 children

Reports & Papers


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Art experiments: Introducing an artist-in-residence programme in early childhood education
Eckhoff, Angela, April, 2011
Early Child Development and Care, 181(3), 371-385

A documentation of both the contributions to classroom arts practices and the interactions between the artist, classroom teacher, and students in an early childhood artist-in-residence program--a collaboration between a university faculty member, a community arts center, and an early care and education center, to bring a professional artist into a prekindergarten classroom to serve as an artist-in-residence, based on data from 1 prekindergarten classroom with 1 teacher and 12 4-year-old children

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Assessing the mathematical thinking of young children in New Zealand: The initial school years
Young-Loveridge, Jenny, February 2011
Early Child Development and Care, 181(2), 267-276

An overview of assessment policy and practice in mathematics in the first 10 years of schooling in New Zealand, with selected findings from the Numeracy Development Projects

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Assessing the quality of provision in community nurseries
Stephen, Christine, 1995
Early Child Development and Care, 108(1), 83-98

A study of the quality of child care provision for preschool children and the quality of community-based nurseries versus traditional nursery schools in the United Kingdom

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Associations of caregiver stress with working conditions, caregiving practices, and child behaviour in home-based child care
Rusby, Julie, November, 2013
Early Child Development and Care, 183(11), 1589-1604

Home-based child caregivers face unique stressors related to the nature of their work. One hundred and fifty-five home-based child care providers in Oregon, USA, participated in this cross-sectional correlational study. We investigated associations between indicators of caregiver stress and child care working conditions, the quality of caregiver practices, frequency of child behavior challenges, and caregivers' tolerance for those behaviours. Levels of stress in this sample were moderate to low. Significant associations were found between greater caregiver stress with higher child-caregiver ratio, working in isolation, less frequently observed caregiver positive attention, more caregiver-reported child problem behaviours and lower tolerance for problem behaviours. A multiple regression analysis with these variables significantly contributed to 23% of the variance of caregiver stress. Number of hours worked, observed caregiver negative attention, and responsiveness to children were not associated with caregiver stress. Implications of these findings and the need for future studies are discussed. (author abstract)

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Attention Deficit/Hyperactivity Disorder across cultures: Development and disability in contexts
Lee, Kyunghwa, May 2008
Early Child Development and Care, 178(4), 339-346

A description of the research presented in the special issue of Early Child Development and Care focusing on the views of early childhood educators from several developed countries on the subject of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)

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Attention Deficit/Hyperactivity Disorder across cultures: Development and disability in contexts [Special issue]
Lee, Kyunghwa, May 2008
Early Child Development and Care, 178(4)

A special issue of the journal Early Child Development and Care, focusing on the views of early childhood educators from several developed countries on the subject of Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)

Other


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Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention
Dobbs, Jennifer, 2004
Early Child Development and Care, 174(3), 281-295

A journal article on the relationship of types of teacher attention to students to child gender and misbehavior

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Barney and breakfast: Messages about food and eating in preschool television shows and how they may impact the development of eating behaviours in children
Anderson, Leslie Margaret, December 2010
Early Child Development and Care, 180(10), 1323-1336

An exploration of messages about food and diet in preschool television programming, based on a visual analysis of two or more episodes each of 10 randomly selected television shows from a television network that targets children aged two through five years old in Canada

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Behaviour patterns in daily mother-child separations: Possible opportunities for stress reduction
Klein, Pnina S., April, 2010
Early Child Development and Care, 180(3), 387-396

An examination of mother-child, mother-child-caregiver, mother-caregiver and child-caregiver patterns of interaction processes of separation when mothers leave their infants in out-of-home group care, from videotapes and observations of 24 parent-infant dyads and child care personnel recruited from three child care centers in an urban area in central Israel

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Born too soon: What can we expect?: Nature of home literacy experiences for children with very low birth weight
Ragusa, G., July, 2009
Early Child Development and Care, 179(5), 651-670

An exploration of the home literacy experiences of children born with a very low birth weight and their influence on children?s literacy development, based on observations of and interviews with 16 families of 4-year old children born with a very low birthweight

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Bridging home and school literacy: In search of transformative approaches to curriculum
Cairney, Trevor H., 2002
Early Child Development and Care, 172(2), 153-172

An Australian review of family literacy initiatives from a sociocultural perspective

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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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