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Current Filters: Author:Huang, Yiching [remove];

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Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children
Fuligni, Allison Sidle, Q2 2012
Early Childhood Research Quarterly, 27(2), 198-209

An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California

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The preschool instructional context and child-teacher relationships
Howes, Carollee, April, 2013
Early Education and Development, 24(3), 273-291

A study of the relationship between both instructional context and strategies and the quality of child-teacher relationships, based on data from 118 low income, predominantly Latino children and their teachers in early care and education settings in Los Angeles County, California

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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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