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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2009 [remove]; Full Text:no [remove]; Classification:Children & Child Development [remove];
173 results found.|
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Accessing and affording child care and low-income mothers' employment over time: An ecological approach A study of the influence of child problem behaviors and maternal risk factors on low-income mothers’ ability to access and afford child care, an examination of family income as a mediator of the relationships between child problem behaviors, maternal risk factors and low-income mothers’ ability to access and afford child care, and an examination of the relationships between low-income mothers’ ability to access and afford child care and family income, child problem behaviors, maternal risk factors, and ability to obtain and maintain employment |
Reports & Papers
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The acquisition of literacy skills in 4 and 5 year olds An examination of literacy skills acquisition in 16 4 and 5 year old preschoolers in a School Readiness program in a medium sized school district in southwestern Minnesota |
Reports & Papers
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Aligning early childhood visual art education with socio-cultural theory and practice: A personal pedagogical stance in the relationship between theory and visual arts education practice in New Zealand early childhood education An examination of ideas emerging from sociocultural theory as it relates to visual arts education within the Te Whariki curriculum |
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America's early childhood literacy gap An overview of children's early literacy development, the early literacy skills gap between children from low-income and middle-income families, and the role of early interventions in reducing the gap |
Fact Sheets & Briefs
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Approaches to individualizing supports for high-risk preschoolers [Special issue] A special issue of the journal NHSA Dialog, focusing on approaches to meet the learning needs of young children at risk of academic failure |
Other
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Assembly Bill 627: Nevada early childhood education (ECE) program: FY 2007-08 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examined the developmental progress and parental involvement of program participants over the program year and compared first and third grade outcomes of participants and nonparticipants |
Reports & Papers
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Assembly Bill 627: Nevada early childhood education (ECE) program: FY 2007-08 final evaluation report [Executive summary] A summary of an evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examined the developmental progress and parental involvement of program participants over the program year and compared first and third grade outcomes of participants and nonparticipants |
Executive Summary
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Assessing bullying: A guide for out-of-school time program practitioners An examination of bullying behavior and practices that out-of-school time programs can engage in to reduce bullying |
Fact Sheets & Briefs
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Assessing peer conflict and aggressive behaviors: A guide for out-of-school time program practitioners An examination of peer conflict and aggressive behaviors and practices out-of-school time programs can engage in to reduce them |
Fact Sheets & Briefs
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Assessing the school readiness needs of a state A description and analysis of 6 states' efforts to assess young children and the programs and settings in which they are prepared for schooling |
Other
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Assessment of mathematical development in early childhood: Some views of preschool practitioners in regional and rural Australia A qualitative survey of practitioners' rationales for and approaches to the assessment of children's mathematical development, methods for the documentation of children's participation in mathematical activities, and of the use of assessment records, based on data from early childhood center staff in Australia |
Reports & Papers
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Assistive technology user group perspectives of early childhood professionals An examination of efficacy of participatiing in a series of Assistive Technology user groups from semi-structured interviews with 10 teachers at an early childhood center in a Midwestern city |
Reports & Papers
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The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child? A critque of the Australian Early Development Index and how its usage creates and prescribes vulnerability for at risk young children |
Reports & Papers
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Australian indigenous perspectives on quality assurance in children's services An exploration of aboriginal perspectives of quality and quality rating of child care centers collected during focus groups and interviews with a total of 478 aboriginal stakeholders from across Australia |
Reports & Papers
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Beyond developmentalism?: Early childhood teachers' understandings of multiage grouping in early childhood educaton and care An examination of early childhood teachers' understanding of multiage grouping from observations, informal interviews with children, photographic documentation, and focus groups over an eleven month period across three early childhood centers located in an Australian city |
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"Big ideas": Missing pieces in early mathematics assessment A discussion of measures of early mathematics that relate general outcomes to specific skills, a presentation of key ideas to help school psychologists identify useful early mathematics measures that link assessment to instruction, and a discussion of related policy and research |
Other
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Characteristics of effective collaboration among innovative early childhood intervention programs A qualitative study of collaboration and communication processes between early childhood intervention programs and the families and the community, based on a survey and observations of two sites serving a low-income, high needs population |
Reports & Papers
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Chicago Longitudinal Study, 1986-1989 The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships. The CLS is guided by four major goals: 1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development. 2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade). 3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds. 4. To investigate the contributions to children?s educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes. Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children?s education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children?s patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999). The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children?s preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated. A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment. |
Data Sets
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2006 (CCDF) [United States] This administrative dataset provides descriptive information about the families and children served through the federal Child Care and Development Fund (CCDF). CCDF dollars are provided to states, territories, and tribes to provide assistance to low-income families receiving or transitioning from temporary public assistance, in obtaining quality child care so they can work, or depending on their state's policy, attend training or receive education. |
Data Sets
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Child care and early education in Australia: The Longitudinal Study of Australian Children A study of child care attendance patterns and quality indicators, parent child care decisionmaking and satisfaction, and developmental outcomes of infants and preschool-age children in Australia, based on data from 5,107 infants and 4,983 preschool-age children from the nationally representative Longitudinal Study of Australian Children |
Reports & Papers
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Child care and early education in Australia: The Longitudinal Study of Australian Children [Executive summary] A summary of a study of child care attendance patterns and quality indicators, parent child care decisionmaking and satisfaction, and developmental outcomes of infants and preschool-age children in Australia, based on data from 5,107 infants and 4,983 preschool-age children from the nationally representative Longitudinal Study of Australian Children |
Executive Summary
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Child care and work challenges for Maine's parents of children with special needs An examination of child care and work issues for parents of children with special needs from focus groups and interviews with parents, child care providers, and other professionals involved with service delivery and a presentation of several strategies Maine has developed to address them |
Reports & Papers
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Child care as an untapped setting for obesity prevention: State child care licensing regulations related to nutrition, physical activity, and media use for preschool-aged children in the United States A categorical study of state obesity prevention-related child care licensing regulations in the areas of nutrition, physical activity, and electronic media usage for center-based and family-based child care settings |
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A comparison of the High Scope curriculum and alternative curricula used to prepare pre-kindergarten students for kindergarten A comparison of measures of socioemotional, math, and language arts scores among 63 African American students in 4 kindergarten classrooms participating in High Scope, Direct Instruction Model, Abeka, Montessori, or the Creative Curriculum |
Reports & Papers
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Considering the roles that viewer characteristics, stimuli features, and contextual expectations play on young children's television comprehension A description of a proposed randomized study of more than 200 children on the ways in which children process and comprehend television programs |
Reports & Papers
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