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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Bryant, Donna M. [remove]; Classification:Children & Child Development [remove];
45 results found.|
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An analysis of the effectiveness of early intervention programs for high-risk children A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families |
Other
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children’s developmental outcomes |
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Child welfare and mental health initiatives An examination of three national, multi-site child welfare research initiatives: the Consortium for Longitudinal Studies in Child Abuse and Neglect (LONGSCAN), the National Survey of Child and Adolescent Well-Being (NSCAW), and the Head Start Mental Health Research Consortium (HSMHRC) |
Other
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Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement A study of the relationships among children's self regulation style, disruptive behavior, letter-word identification ability, mathematical skills, phonological awareness, inhibitory control, age, gender, and Head Start attendance, based on data from sample of 926 3-through 5-year-olds from Head Start and child care programs within a 60-mile radius of the University of North Carolina-Chapel Hill |
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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects
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Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year A longitudinal study on the impact of non maternal child care on mother-child relationships and infants’ insecure maternal attachments |
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Early intervention and long-term predictors of school status A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project |
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Early intervention and mediating processes in cognitive performance of children of low-income African American families A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children |
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Early intervention for high-risk children: The Carolina early intervention program |
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Educare implementation study findings--August 2012 Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs from the fall 2007 through spring 2011 school years |
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The effects of Smart Start child care on kindergarten entry skills An examination of the effects of Smart Start-funded programs on the cognitive, language, and social skills of children entering kindergarten in Orange County, California, emphasizing the impact of family income, based on results from the Kindergarten Teacher Checklist rating scale on a group of 39 kindergarteners who attended a Smart Start funded program and a group of 272 children who attended other child care programs or received no center-based care |
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Family and classroom correlates of Head Start children's developmental outcomes A study of the influence of the quality of Head Start programs on achievement and developmental outcomes |
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Home visiting and family literacy programs A discussion of the use of such home visit programs as Parents as Teachers (PAT) and Even Start Family Literacy to encourage family literacy. |
Other
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How do pre-kindergarteners spend their time?: Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms An examination of the relationships between the proportion of children’s time in various settings, activities, and in teaching interactions and to ethnicity, gender, and family income from classroom observations of 2061 children in 652 state-funded prekindergarten programs in 11 states |
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Language skills of children with different preschool experiences A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families |
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A longitudinal study of two early intervention strategies: Project CARE A longitudinal study on the impacts of family education and center-based child care intervention programs on intellectual performance in developmentally at-risk children six months to four years old |
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Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes |
Reports & Papers
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National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings). 2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version). |
Data Sets
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North Carolina’s kindergartners & schools: Summary report A study of children and schools in North Carolina to determine statewide school readiness |
Other
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North Carolina’s kindergartners & schools: Summary report [Executive summary] A summary of a study of children and schools in North Carolina to determine statewide school readiness |
Executive Summary
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North Carolina's kindergartners & schools technical report: Addendum to the April 2001 summary report Findings from a study of children and schools in North Carolina to determine statewide school readiness |
Reports & Papers
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Overt and covert dimensions of antisocial behavior in early childhood An observational study evaluating the prevalence and structure of antisocial behaviors in preschoolers: it tests whether antisocial behaviors can be differentiated into overt and covert dimensions in early childhood |
Reports & Papers
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