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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2010 [remove]; State:CALIFORNIA [remove]; Classification:Children & Child Development [remove];
17 results found.|
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Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness An examination of the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in 338 children age 5 to 6 years, in a longitudinal study of social status, biological responses to adversity, and child mental and physical health in three waves from California 29 kindergarten classrooms |
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Caregiver involvement in infant peer interactions: Scaffolding in a social context An examination of child care provider guidance of young children and their early social experiences with peers during infancy from videotapes of 36 infants in three center-based infant child care programs in a medium-sized city in Northern California, that were part of a larger study infant development within the contexts of child care and home environments |
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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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Demographic factors associated with the early identification of children with special needs A categorical account of the gender, type of disability, ethnicity, and residential status of children identified with special needs at kindergarten entry in California at the beginning of the 2005-2006 school year |
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Early Steps to School Success: Annual evaluation report An evaluation from August 2009 through June 2010 of Early Steps to School Success, a language and literacy development program for children from birth to age 5 and their families, that examines enrollment, retention, participant characteristics, community risk context, services delivered, and both child vocabulary and home literacy outcomes, based on data collected through the program's web-based system for tracking services, child characteristics, and outcomes indicators |
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Examining different forms of implementation and in early childhood curriculum research A study of the relationships between structural, process, and combined measures of implementation of the Children's School Success curriculum across both sites and time, and their associations to child outcomes, in 51 preschool classes at nationally-dispersed sites over the course of one school year |
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How duration of relationship with a care provider and creating connected care with parents impacts resilience in infants and toddlers A study of the relationships between the time duration of care between infants and substitute care providers and child initiative, attachment/relationship, self regulation scores of infants and toddlers, and care providers' views of the children from 154 care provider respondents in 14 licensed infant and toddler child care centers and 7 licensed family child care homes, in Fresno County, California |
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Informing the performance-based contract between First 5 LA and LAUP: Assessing child progress: Spring report A study of children's development from fall to spring in the Los Angeles Universal Preschool program and an examination of the validity of teacher-administered child assessments, based on a full battery of direct child assessments and brief teacher-administered assessments for a sample of 875 children |
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Preparing students for the 21st century: Exploring the effects of afterschool participation on students' collaboration skills, oral communication skills, and self-efficacy A study of the relationship of feelings of self-efficacy to the collaboration and communication skills of participants and nonparticipants in LA's BEST, an after school program for urban elementary school children in Los Angeles County that aims to enhance children's intellectual, social, and emotional development |
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Responsiveness of students with language difficulties to early intervention in reading A study of the effects of small group, short term phonemic awareness, alphabetic understanding, and oral language reading interventions on the language skills of 78 randomly assigned kindergartners with language difficulties |
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School readiness and student achievement: A longitudinal analysis of Santa Clara and San Mateo County students A study of the relationship of children's school readiness skills and profiles at kindergarten entry to academic performances in the third grade in Santa Clara and San Mateo Counties, California |
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School readiness in Alameda County 2009: Results of the fall 2009 assessment A study of children's transitions to and skills at kindergarten entry, and family and early childhood education factors associated with those skills, in Alameda County, California, based on parent surveys and kindergarten teacher surveys and child assessments |
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The Successful Kids in Pre-K Project (SKIPP) phase II: An assessment of Los Angeles Universal Preschool students' progression toward school readiness: Fall 2008-spring 2009 A study and comparison of the school readiness of children participating in the Los Angeles Universal Preschool (LAUP) program in the fall of 2008 and spring of 2009, and an analysis of the sensitivity of the instrument used to measure school readiness, based on assessments of 437 children from 24 LAUP providers |
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Supporting methodology: Supplement to the child outcomes bulletin 2010 A comparison for fall 2008 of the developmental levels of newly enrolled Head Start children to the developmental levels of children with Head Start experience in the prior year, based on assessment scores for 6,619 children enrolled in 15 Head Start programs in California |
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This is not baby school: Deficit-based assumptions about young children of color in urban public preschools A case study of teachers' and children's responses to curriculum mandates in two child development centers affiliated with a large urban district in California, from 6 weekly observations of 48 minority preschool children, open-ended interviews with 2 head teachers, document analysis of mandated curriculum, and children's work samples |
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Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments A study of the relationships between neighborhood socioeconomic advantage, home, child care, and school quality, and children's reading and vocabulary achievement trajectories between ages of 54 months and 15 years, based on a sample of 1,364 children born in 1991 from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development |
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What happens next?: Follow-up from the Children's Toddler School program A longitudinal study outcomes of autistic children participating the inclusive Children's Toddler School for 1 year in the areas of functioning, service utilization, classroom placement, and parent stress across time, based on the entry, exit, and follow-up data of 20 attendees diagnosed with Autism Spectrum Disorder (ASD) at age 2 |
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