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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Miller, Alison [remove];
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Brief functional screening for transition difficulties prior to enrolment predicts socio-emotional competence and school adjustment in Head Start preschoolers An assessment identifying children at risk for problems adjusting to preschool, focusing on social and emotional skills, using functional screenings of children beginning a Head Start program |
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Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children's early literacy learning An overview of the mechanics of conventional and piecewise growth models, an examination of predictors of children's early literacy learning during the transition from preschool through first grade using these techniques, and a comparison of model findings, based on data from a longitudinal study of 945 Head Start children followed through first grade |
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Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade An investigation of the extent to which child, family, and Head Start classroom factors are related to children's literacy and mathematics skills from kindergarten entrance through first grade, based on a secondary analysis of data on 945 children and families from the Family and Child Experiences Survey |
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Emotional expressiveness during peer conflicts: A predictor of social maladjustment among high-risk preschoolers A short-term longitudinal inquiry into the correlation between emotional processes and children’s social functioning in preschool, based on a sample of 60 four- to five-year old children from eight Head Start classrooms |
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Emotions and behaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment An observational study that examined Head Start children's emotional and behavioral disregulation and whether observed classroom behaviors were related to children's behavior and peer interactions |
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Enhancing self-regulation as a strategy for obesity prevention in Head Start preschoolers: The Growing Healthy study An examination of the effectiveness and feasibility of two obesity prevention interventions--the Preschool Obesity Prevention Series (POPS) and POPS plus the Incredible Years Series (IYS), an evidence-based approach to improving self-regulation among preschool-aged children, delivered by community-based nutrition educators and Head Start staff to low income preschoolers and their parents, based on data from 600 low income Michigan Head Start preschoolers and their parents |
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Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates An examination of the reliability and concurrent validity of an observational assessment of motivation in young children, based on data from 131 families enrolled in a study of preschool emotional competence and kindergarten transition in an urban/suburban area in New England |
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A portrait of family involvement during Head Start: Nature, extent, and predictors A profile of the nature, frequency, and both family and center predictors of low income Head Start families' involvement in children's learning and schooling in the home, community, and school contexts, based on data from 2,154 children and families and 165 directors of Head Start centers participating in the Family and Child Experiences Survey (FACES) 2003 |
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