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Aboriginal children and their caregivers living with low income: Outcomes from a two-generation preschool program
Benzies, Karen, June, 2011
Journal of Child and Family Studies, 20(3), 311-318

A study of the receptive language, caregiver-reported measures of child development, risk for child maltreatment, self esteem, and life skills of parents, at intake, on exit, and at age 7, of 45 children of Aboriginal heritage and their caregivers participating in the two-generation and multicultural Aboriginal Head Start preschool program in Canada

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After school care for children on the Autism spectrum
Haney, Michelle, June, 2012
Journal of Child and Family Studies, 21(3), 466-473

An investigation of the reported experiences with and needs for after school care by parents of children with Autism Spectrum Disorder (ASD), based on a survey of 54 parents of children with ASD

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Assessment and decision-making in early childhood education and intervention
Strand, Paul S., April 2007
Journal of Child and Family Studies, 16(2), 209-218

An account of the use of an inductive-experimental teaching assessment model to improve children’s letter recognition scores at a Head Start center

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Children at risk: Effects of a four-year Head Start transition program on special education identification
Redden, Sandra Cluett, 2001
Journal of Child and Family Studies, 10(2), 255-270

A study of special need identification rates for former Head Start children by the third grade, comparing the difference in identification rates for children with and without a systematic Head Start transition experience, using the National Head Start Early Childhood Transition Study

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Family concerns and involvement during kindergarten transition
Wildenger, Leah K., August, 2011
Journal of Child and Family Studies, 20(4), 387-396

An investigation of parent concerns with regards to kindergarten transition, items and activities that would have been helpful with the transition process, parent involvement in kindergarten preparation activities, and an analysis of transition activities by sociodemographic background, based on survey data from primary caregivers of 86 children in transition to kindergarten in the Northeast

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Family policy initiatives in Latin America: The case of Colombia and Ecuador
Carrillo, Sonia, February, 2012
Journal of Child and Family Studies, 21(1), 75-87

An overview of major family policy initiatives in both Colombia and Ecuador that are oriented to improve the living conditions of economically disadvantaged families, with an analysis of challenges to the development, implementation, and evaluation of these initiatives

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Family policy in South Korea: Development, current status, and challenges
Chin, Meejung, February, 2012
Journal of Child and Family Studies, 21(1), 53-64

An overview of family policy developments in South Korea between 2000 and 2011 that includes work-family policies, child care policies, healthy family policies and services, and multicultural family policy, with a discussion of accomplishments and challenges to their implementation

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Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities
Redden, Sandra Cluett, 1999
Journal of Child and Family Studies, 8(3), 285-303

An inquiry into the identification of emotional disturbances (ED) in children entering the third grade, based on a study of 4,136 children in 30 sites who had participated in a Head Start program

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Maternal depressive symptoms and behavior problems in preschool children from low-income families: Comparison of reports from mothers and teachers
Jung, Eunju, August, 2013
Journal of Child and Family Studies, 22(6), 757-768

This study compared behavior problems of children of mothers with elevated depressive symptoms and children of mothers with non-elevated depressive symptoms, using the same measure for mothers and teachers. Participants included 914 mother-teacher dyads of low-income children (M age of child =62.9 months, SD = 4.0) who participated in the Early Head Start Research and Evaluation Project. Mothers completed a shortened version of CES-D to evaluate their own depressive symptoms. Teachers and mothers completed the Family and Child Experiences Survey Interviews (FACES) to assess children's behavior problems. The results showed that children of mothers with elevated depressive symptoms- higher than the cut-off score for possible depression showed higher aggressive and hyperactive behaviors than did children of mothers with non-elevated depressive symptoms according to the mothers' rating; however, teachers rated the children no differently. Both mothers and teachers reported higher internalizing behaviors in children of mothers with elevated depressive symptoms than did those of mothers with non-elevated depressive symptoms. Maternal depressive symptoms moderated the relations between informants (mothers and teachers) and externalizing behaviours (aggressive and hyperactive) of children. These findings underscore the need for research in different settings such as at home and at school, to measure children's behavior problems in order to gain a more comprehensive perspective on child functioning. Results suggest an emphasis on intervention or prevention programs targeting internalizing behavior problems, specifically for children of depressed mothers in low-income families. (author abstract)

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Measuring competence and dysfunction in preschool children: Source agreement and component structure
Klyce, Daniel, August, 2011
Journal of Child and Family Studies, 20(4), 503-510

A study to identify areas of agreement between parent and teacher ratings of competent and dysfunctional behaviors of preschool children over time, based on ratings data from 610 parents and ratings by participant children's teachers in the Parenting Our Children to Excellence project

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Parental perceptions of characteristics of non-parental child care: Belief dimensions, family and child correlates
Gamble, Wendy C., February 2009
Journal of Child and Family Studies, 18(1), 70-82

A study of the value parents place on a selection of features of child care arrangements and skills taught to children in child care, and a study of correlations between these values and child and family characteristics, based on the questionnaire responses of 220 parents or guardians purchasing child care services in Southern Arizona

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Parents' view of child care quality: Values, evaluations, and satisfaction
Scopelliti, Massimiliano, November, 2013
Journal of Child and Family Studies, 22(8), 1025-1038

Parents' view of the quality of early childhood education and care services has mostly been addressed from the perspective of customer satisfaction. This study investigated parents' view within a more comprehensive framework in which parents' values of child care, their evaluations of their child's experience at the service and overall satisfaction with the service were considered. In particular, the study explored how values and evaluations are related and how they affect overall satisfaction. A questionnaire including a total of 96 items was filled in by 2,936 parents of children attending infant-toddler day-care centres in Rome, Italy. Parents were asked to express their values regarding child care quality and evaluate specific aspects of their experience. Parents' perspectives of both their child's and their own experience of childcare services were addressed separately. Two principal component analyses were performed in order to identify latent dimensions underlying parents' values about child care quality and their evaluations of the service attended by their child. The relationships between the different dimensions of value, evaluation, and overall satisfaction with their child's and their own experience were explained through two path models, in which values predict evaluations and these, in turn, predict overall satisfaction. Results showed that parents have a multi-faceted view of child care quality and confirm the relevance of taking into account their point of view in an analysis of the quality of early childhood education services. (author abstract)

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Reducing the risk for preschool expulsion: Mental health consultation for young children with challenging behaviors
Perry, Deborah F., February 2008
Journal of Child and Family Studies, 17(1), 44-54

A study of the expulsion rates and behavioral changes of young children with problem behaviors at child care sites where mental health professionals consult with staff on specific-child behavior management strategies, in a population of 192 young children with problem behavior in Anne Arundel County

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"Who cares for the children?": Lessons from a global perspective of child care policy
Lokteff, Maegan , February, 2012
Journal of Child and Family Studies, 21(1), 120-130

A discussion of the national ideological frameworks that provide the impetus for child care policy formation and implementation and those policies' connection to the historical and political context within several countries, including France, Germany, Japan, South Korea, Belgium, the Nordic countries, and the United States

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Who says what: Election coverage and sourcing of child care in four Canadian dailies
Rauhala, Ann, February, 2012
Journal of Child and Family Studies, 21(1), 95-105

An analysis of press coverage of child care issues in four Canadian daily newspapers from 2000 through 2007, with a focus on the number, type, subject, and sources of stories published in the months before, during, and after the January 2006 federal election

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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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