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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Author:Pianta, Robert C. [remove]; State:VIRGINIA [remove];
18 results found.|
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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions |
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
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The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms An observational study that used participants from the National Institute for Child Health and Human Development Study of Early Child Care to examine the relation between kindergarten classroom processes and children's behavior |
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Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom An examination of the relations among kindergarten children's social boldness and wariness and their behaviors in the classroom as well as the relationship between kindergarten teachers' sensitivity and children's behavior |
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Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement A study using data from the NICHD Study of Early Child Care to examine the relation between young children's school readiness and variables including social skill, parent interactions, problem behavior, cognitive processes, and self regulation |
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Enhancing the transition to kindergarten: Linking children, families, & schools A manual describing an approach to enhancing children’s transitions into Kindergarten including interactions between children and teachers, children and peers, parents and teachers, as well as preschool teachers and kindergarten teachers |
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Family socioeconomic status and consistent environmental stimulation in early childhood A study of the relationship between both math and reading achievement and growth and both family socioeconomic status and environmental stimulation at home, in preschool, in child care, and in 1st-grade classrooms, from a secondary analysis of data on 1,364 children |
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Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program A study of the effect of online or traditional training in the Banking Time socioemotional intervention on both program implementation and teacher-child relationships, based on studies of the classrooms of 252 preschool teachers serving at risk students |
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Kindergarten to 1st grade: Classroom characteristics and the stability and change of children's classroom experiences An examination of differences between kindergarten and 1st grade classroom environments, in terms of teaching activities, learning formats, children's engagement in activities, and teacher supportiveness, and the influence of these differences on children’s classroom experiences, based on observational data derived from the National Institute of Child Health and Human Development Study of Early Child Care |
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Literacy behaviors of preschool children participating in an early intervention program An investigation into the emergent literacy skills of preschoolers who participated in an early intervention program, based on a sample of 2,759 children from the Virginia Preschool Initiative (VPI) |
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Maternal sensitivity and child wariness in the transition to kindergarten An examination of the association between maternal sensitivity and young children's wariness during their transition to kindergarten, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
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The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes An examination of the relationship between global classroom quality and teacher, school, classroom, and family characteristics and target child outcomes in 223 largely suburban or rural public school kindergarten classrooms |
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Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings A study of the prevalence of depression among nonfamilial child care providers and the associations between depression rates and the quality of provider-child interactions, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (SECC) |
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Special education eligibility: Developmental precursors over the first three years of life A study of the developmental precursors of eligibility for special services by age 3 |
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Teacher-child relationships and children's success in the first years of school An examination of teacher-child relationships in preschool, kindergarten, and first grade, investigating the association between the relationships and children's socioemotional development and academic achievements in school |
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Teacher-rated family involvement and children's social and academic outcomes in kindergarten An observational study using data from the National Institute of Child Health and Human Development Study of Early Child Care to examine the relation between teacher-reported family involvement in school and their kindergarten children's academic and social competencies |
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Teachers' judgments of problems in the transition to kindergarten A survey of kindergarten teachers' judgments regarding their students' school readiness |
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Teachers' narratives about their relationship with children: Associations with behavior in classrooms An examination of the extent to which relationship narratives predict teacher-child interactions and the association between children's behavior in classrooms with these interactions |
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