Browse the Collection

RC Produced by Research Connections

* Peer Reviewed Journal

Current Filters: State:CALIFORNIA [remove]; Classification:Children & Child Development [remove];

315 results found.
[1]   2   3   4     >    >
Select Citation
Result Resource Type

2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A report to the CPB-PBS Ready To Learn Initiative
Education Development Center, September, 2012
New York: Education Development Center.

A study of the implementation of a preschool math curriculum supplement with transmedia content, which includes videos and computer games linked to established children's educational shows and characters, and its impact on children's early math skills and teachers' views of math teaching, based on child assessments, teacher surveys, and observations for 16 preschool classrooms randomly assigned to a math curriculum supplement either with or without transmedia content

Reports & Papers


get fulltext

*

The 30-second effect: An experiment revealing the impact of television commercials on food preferences of preschoolers
Borzekowski, Dina L. G., 2001
Journal of the American Dietetic Association, 101(1), 42-46

A study of the influence of televised food commercials on preschool children's food preferences among a sample of 40 Head Start children in northern California

Reports & Papers


get fulltext

*

Access to the general education curriculum for preschoolers with disabilities: Children’s school success
Lieber, Joan, 2008
Exceptionality, 16(1), 18-32

A study of the academic and social skill gains of 58 children with disabilities during their preschool year in classrooms using the Children’s School Success (CSS) curriculum

Reports & Papers


get fulltext

*

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

Reports & Papers


get fulltext

The afterschool experience in Salsa, Sabor y Salud: Evaluation 2007-2008
Huang, Denise, December 2008
(CRESST Report 747). Los Angeles: University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing.

A process and outcomes evaluation of Salsa, Sabor y Salud (SSS), a child-centered adaptation of a healthy lifestyles program for Latino families, that examined the effect of program participation on elementary school students' and program instructors' knowledge and healthy behaviors, based on survey, interview, and observational data collected in after school programs implementing SSS and matched control programs in Los Angeles and on case studies of programs in Chicago

Reports & Papers


get fulltext

After-school programs in Koreatown, Los Angeles, California
Huh, Cheong Rhie, 2004
Unpublished doctoral dissertation, University of California, Los Angeles

An exploration of after school programs in Koreatown in Los Angeles, examining what constitutes a program, why parents send their children, and why children attend these programs

Reports & Papers


After-school pursuits: An examination of outcomes in the San Francisco Beacon Initiative
Walker, Karen E., 2004
Philadelphia: Public/Private Ventures.

A study of the San Francisco Beacon Initiative, a citywide after-school program, including their approach to fostering high-quality activities and participation amongst young people, whether their high-quality after-school program is producing positive developmental experiences for participating young people, and consequently, is it producing improved wellbeing and academic performance for participants

Reports & Papers


get fulltext

Are children ready for school?: Assessment of kindergarten readiness in San Mateo and Santa Clara Counties: Comprehensive report 2005
Santa Clara County Partnership for School Readiness, 2006
San Jose, CA: Santa Clara County Partnership for School Readiness.

A study of children's skills at kindergarten entry and family and early childhood education factors associated with those skills in San Mateo and Santa Clara Counties, California, based on parent and early childhood education teacher surveys and kindergarten teacher surveys and child assessments

Reports & Papers


get fulltext

*

Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?
Early, Diane Marie, 2006
Early Childhood Research Quarterly, 21(2), 174-195

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

Reports & Papers


get fulltext

*

''Are two better than one?'': The impact of years in Head Start on child outcomes, family environment, and reading at home
Ritblatt, Shulamit, 2001
Early Childhood Research Quarterly, 16(4), 525-537

An examination of the relationship between length of participation in Head Start and family and child outcomes, using data collected by the Neighborhood House Association Head Start Program of San Diego County

Reports & Papers


get fulltext

Assessing school readiness in Santa Clara County: Results from the 2004 School Readiness Assessment Project
Santa Clara County Partnership for School Readiness, 2005
San Jose, CA: Santa Clara County Partnership for School Readiness.

A study of children's skills at kindergarten entry and family and early childhood education factors associated with those skills in Santa Clara County, California, based on parent and early childhood education teacher surveys and kindergarten teacher surveys and child assessments

Reports & Papers


get fulltext

Assessing school readiness in Santa Mateo County 2002: Results from the 2002 School Readiness Assessment Project
Peninsula Community Foundation (Menlo Park, Calif.). Peninsula Partnership for Children, Youth and Families, 2003
San Mateo, CA: Peninsula Community Foundation, Peninsula Partnership for Children, Youth and Families.

A study of children's skills at kindergarten entry and family and early childhood education factors associated with those skills in San Mateo County, California, based on kindergarten teacher surveys and child assessments

Reports & Papers


get fulltext

*

Assessing the strengths of young children at risk: Examining use of the Preschool Behavioral and Emotional Rating Scale with a Head Start population
Griffith, Annette K., September, 2010
Journal of Early Intervention, 32(4), 274-285

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed (author abstract)

Reports & Papers


get fulltext

An assessment of students in a content-based English language development curriculum for an after-school program
Parks, Molly C., 2005
Unpublished doctoral dissertation, University of the Pacific, San Francisco

An evaluation of an after school program curriculum designed to improve students' English language development

Reports & Papers


*

Associations among name writing and alphabetic skills in prekindergarten and kindergarten children at risk of school failure
Diamond, Karen E., March, 2013
Journal of Early Intervention, 35(1), 20-39

Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified disability and an Individualized Education Plan (IEP). Children's name writing skills in prekindergarten were compared with their letter knowledge and word decoding skills in prekindergarten and kindergarten. Two writing scores reflected the overall quality of children's writing and children's use of letters. By the end of prekindergarten, almost half of children wrote their first names correctly, and two thirds used only letters when writing their name. Children's name writing in prekindergarten was associated, concurrently, with letter and word decoding skills. Children's use of letters when writing their name in prekindergarten predicted growth of emergent literacy skills related to letter knowledge and to decoding and identifying words, even if the name was not written entirely correctly. While children who had an IEP had, on average, slightly lower levels of achievement than their peers, the pattern of associations among variables was similar for all children. Results are discussed in relation to the use of writing as a tool that teachers and interventionists can use in understanding and promoting children's early literacy skills. (author abstract)

Reports & Papers


get fulltext

*

Associations between birth health, maternal employment, and child care arrangement among a community sample of mothers with young children
Chiao, Chi, January, 2014
Social Work in Public Health, 29(1), 42-53

Although a large body of literature exists on how different types of child care arrangements affect a child's subsequent health and sociocognitive development, little is known about the relationship between birth health and subsequent decisions regarding type of nonparental child care as well as how this relationship might be influenced by maternal employment. This study used data from the Los Angeles Families and Neighborhoods Survey (L.A.FANS). Mothers of 864 children (ages 0-5) provided information regarding birth weight, maternal evaluation of a child's birth health, child's current health, maternal employment, type of child care arrangement chosen, and a variety of socioeconomic variables. Child care options included parental care, relative care, nonrelative care, and daycare center. Multivariate analyses found that birth weight and subjective rating of birth health had similar effects on child care arrangement. After controlling for a child's age and current health condition, multinomial logit analyses found that mothers with children with poorer birth health are more likely to use nonrelative and daycare centers than parental care when compared to mothers with children with better birth health. The magnitude of these relationships diminished when adjusting for maternal employment. Working mothers were significantly more likely to use nonparental child care than nonemployed mothers. Results suggest that a child's health early in life is significantly but indirectly related to subsequent decisions regarding child care arrangements, and this association is influenced by maternal employment. Development of social policy aimed at improving child care service should take maternal and family backgrounds into consideration. (author abstract)

Reports & Papers


get fulltext

*

The availability of neighborhood early care and education resources and the maltreatment of young children
Klein, Sacha Mareka, November, 2011
Child Maltreatment, 16(4), 300-311

A study of the relationship between rates of maltreatment of young children and density of both family and center based licensed child care spaces, supply of licensed child care relative to demand, and preschool/nursery school attendance, with controls for a variety of neighborhood socioeconomic indicators, based on data from children aged birth through 5 in 2,052 United States Census tracts in Los Angeles County

Reports & Papers


get fulltext

Barriers to inclusive child care: Research study findings and recommendations
WestEd. Center for Prevention and Early Intervention, 2001
Sacramento: California Children and Families Commission.

A study of the potential barriers faced by children with special needs and their families in accessing and succeeding in child care.

Reports & Papers


get fulltext

*

Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development
NICHD Early Child Care Research Network, 2001
Early Education and Development, 12(4), 545-576

A study of a large sample of three-year-old children relating ethnic background, three levels of family income, family characteristics and experiences in child care to child development

Reports & Papers


get fulltext

Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 127-139). New York: Guilford Press

A description of demographic, family context, income, and developmental characteristics of Head Start children and their families at 3 years of age, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care

Reports & Papers


Beginning school ready to learn: The impact of the Head Start Early Childhood Education Program on Hispanic children
Reyes-Dott, Kimberly Cummings, 2008
Unpublished doctoral dissertation, Alliant International University, Fresno, CA

An examination of the relationship between attendance at Head Start's Early Childhood Education Program and Hispanic children's ability to begin kindergarten ready to learn from in depth interviews with 11 female employeees at a Head Start program in Southern California

Reports & Papers


Behavioral Consultation project: Final evaluation report
First 5 Sonoma County (Organization), June, 2004
Santa Rosa, CA: First 5 Sonoma County. (No longer accessible as of April 15, 2013).

An assessment of the Child Care Behavioral Consultation project, designed to address professional needs of providers caring for children with challenging behaviors and improve the quality of care through on-site short-term consultation, cross-disciplinary training and ongoing group case review with early childhood specialists and mental health clinicians

Reports & Papers


*

Bilingual and biliteracy skills in young Spanish-speaking low-SES children: Impact of instructional language and primary language proficiency
Lindholm-Leary, Kathryn J., March, 2014
International Journal of Bilingual Education and Bilingualism , 17(2), 144-159

The purpose of this research was to better understand the bilingual and biliteracy skills of Spanish-speaking low-socio-economic status (low-SES) children who attended an English or a bilingual programme during preschool and kindergarten/first grade, and to determine whether their outcomes varied according to instructional language and primary language proficiency. Subjects included 254 kindergarten through second grade (ages 4-7 years) Hispanic students who were low-SES, spoke Spanish as their primary language, and who had parents with low levels of formal education. Results showed that these children entered preschool with very low levels of language and literacy skills in Spanish and English, but made excellent gains regardless of the language instructional programme they attended. Children in English vs. bilingual instruction had significantly higher scores in Spanish and English language and literacy skills at preschool entry than children entering bilingual programmes, but these differences disappeared by first or second grade entry, and children instructed in English showed deteriorating Spanish language scores. Finally, among children instructed bilingually in the early years, those who were Mostly Proficient in Spanish at entry scored significantly higher on the English language proficiency test than those who were Mostly Limited in Spanish. Results provide evidence for the advantage of bilingual instruction at preschool through first grade levels for low-SES language minority children. (author abstract)

Reports & Papers


get fulltext

*

Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness
Obradovic, Jelena, January/February 2010
Child Development, 81(1), 270-289

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

Reports & Papers


get fulltext

Building blocks for school success: Findings from a 5-year longitudinal study
Harder + Company Community Research, February, 2013
Stockton, CA: First 5 San Joaquin.

A five-year longitudinal study of the parental involvement, school readiness skills, and elementary school outcomes of children participating in publicly-funded school readiness and preschool programs in San Joaquin County, California, based on child assessments, parent and teacher surveys, and administrative data for two cohorts of children

Reports & Papers


get fulltext

Select Citation
[1]   2   3   4     >    >

Search Feedback


 



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.

Google Translate