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Current Filters: Pub Year:2009 [remove]; State:NEW YORK [remove]; Classification:Child Development & School Readiness [remove];
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Cortisol patterns at home and child care: Afternoon differences and evening recovery in children attending very high quality full-day center-based child care
Watamura, Sarah, July-August 2009
Journal of Applied Developmental Psychology, 30(4), 475-485

A study of the relationship between measurements of classroom quality and changes in children's cortisol levels at three child care centers in upstate New York which score very highly on a measurement of quality

Reports & Papers

Do preschool teachers consider inferences for book discussions?
Scheiner, Esther, July 2009
Early Child Development and Care, 179(5), 595-608

An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City

Reports & Papers

Effects of a preschool music and movement curriculum on children�s language skills
Yazejian, Noreen, October 2009
NHSA Dialog, 12(4), 327-341

An examination of the influence of children�s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York

Reports & Papers

An examination of changes in classroom teacher behaviors when implementing an individualized behavior support plan for a preschooler with challenging behavior
Gleason, Cecile, 2009
Unpublished doctoral dissertation, University at Albany, State University of New York, Albany

A case study of 4 early childhood staff member�s implementation of a behavior support plan in a Head Start classroom, the relationship between teacher behaviors and changes in a child's behavior, teachers� views on the feasibility, value of the behavior strategies, and the helpfulness of professional development

Reports & Papers

Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool-aged children
Zevenbergen, Andrea A., 2009
Early Child Development and Care, , 1-12

An examination of the relationship between attention problems, expressive language skills and knowledge of basic academic concepts in19 boys and 23 girls, preschool-aged, from middle class families from rural communities in Western New York

Reports & Papers

Low-income Latino mothers� booksharing styles and children�s emergent literacy development
Caspe, Margaret, Q3 2009
Early Childhood Research Quarterly, 24(3), 1-19

An examination the relationship between maternal booksharing styles and low-income Latino children�s language and literacy development based on data collected from 80 New York City area Latino Head Start mothers and their 4-year-old children as they read a wordless children�s picture book together in their homes

Reports & Papers

Partners in Family Child Care: 2008-2009 year 1 report
Peterson, Shira May, October 2009
(Number T09-009). Rochester, NY: Children's Institute.

Findings from the first year of the implementation of Partners in Family Child Care, an initiative to improve the early literacy and socioemotional outcomes of children in family child care, based on data from 30 urban family child care providers in Rochester, New York

Reports & Papers

Pre-K PACE community report
Lehmann, Christine, May 2009
(Number T09-002). Rochester, NY: Children's Institute.

Findings from an assessment of children's experiences in prekindergarten using the Pre-K PACE (Parent's Appraisal of Children's Experiences) measure, based on a sample of 994 students who participated in Rochester's Early Childhood Assessment Program (RECAP) in Rochester, New York

Reports & Papers

Providing extra supports for language and literacy development to struggling learners in preschool
Smith, Sheila, July 2009
NHSA Dialog, 12(3), 210-226

A description of the outcomes of and strategies used by the New York University Early Reading First (ERF) program to deliver individualized early literacy instruction to students, based on a sample of 4-year-old children from 5 full-day preschool intervention sites assessed twice throughout the program year

Reports & Papers

Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report
Lehmann, Christine, October 2009
(Number T09-008). Rochester, NY: Children's Institute.

Findings from the twelfth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms

Reports & Papers

Summative evaluation of the Ready to Learn Initiative: Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial
Penuel, William R., September, 2009
Newton, MA: Education Development Center.

An investigation of the effect of the inclusion of children's video programming in the preschool curriculum on children's early literacy skills, based on a random sample of 398 low-income children aged 4 and 5 years old from 80 preschool classrooms from 47 child care centers in New York City and the San Francisco Bay Area assigned to receive a 10 week technology-supported literacy curriculum or a 10 week technology-supported science curriculum comparison group

Reports & Papers

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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.

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			Cortisol patterns at home and child care: Afternoon differences and evening recovery in children attending very high quality full-day center-based child care Watamura, Sarah, July-August 2009 Journal of Applied Developmental Psychology, 30(4), 475-485 A study of the relationship between measurements of classroom quality and changes in children's cortisol levels at three child care centers in upstate New York which score very highly on a measurement of quality	Reports & Papers
			Do preschool teachers consider inferences for book discussions? Scheiner, Esther, July 2009 Early Child Development and Care, 179(5), 595-608 An study of teacher's use of interpretive inferences in reading activities and a discussion of the influence of this practice on children's early literacy development, based on observations of an exercise on reading instruction completed by 31 preschool teachers from four private preschools in Manhattan, New York City	Reports & Papers
			Effects of a preschool music and movement curriculum on children�s language skills Yazejian, Noreen, October 2009 NHSA Dialog, 12(4), 327-341 An examination of the influence of children�s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York	Reports & Papers
			An examination of changes in classroom teacher behaviors when implementing an individualized behavior support plan for a preschooler with challenging behavior Gleason, Cecile, 2009 Unpublished doctoral dissertation, University at Albany, State University of New York, Albany A case study of 4 early childhood staff member�s implementation of a behavior support plan in a Head Start classroom, the relationship between teacher behaviors and changes in a child's behavior, teachers� views on the feasibility, value of the behavior strategies, and the helpfulness of professional development	Reports & Papers
			Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool-aged children Zevenbergen, Andrea A., 2009 Early Child Development and Care, , 1-12 An examination of the relationship between attention problems, expressive language skills and knowledge of basic academic concepts in19 boys and 23 girls, preschool-aged, from middle class families from rural communities in Western New York	Reports & Papers
			Low-income Latino mothers� booksharing styles and children�s emergent literacy development Caspe, Margaret, Q3 2009 Early Childhood Research Quarterly, 24(3), 1-19 An examination the relationship between maternal booksharing styles and low-income Latino children�s language and literacy development based on data collected from 80 New York City area Latino Head Start mothers and their 4-year-old children as they read a wordless children�s picture book together in their homes	Reports & Papers
			Partners in Family Child Care: 2008-2009 year 1 report Peterson, Shira May, October 2009 (Number T09-009). Rochester, NY: Children's Institute. Findings from the first year of the implementation of Partners in Family Child Care, an initiative to improve the early literacy and socioemotional outcomes of children in family child care, based on data from 30 urban family child care providers in Rochester, New York	Reports & Papers
			Pre-K PACE community report Lehmann, Christine, May 2009 (Number T09-002). Rochester, NY: Children's Institute. Findings from an assessment of children's experiences in prekindergarten using the Pre-K PACE (Parent's Appraisal of Children's Experiences) measure, based on a sample of 994 students who participated in Rochester's Early Childhood Assessment Program (RECAP) in Rochester, New York	Reports & Papers
			Providing extra supports for language and literacy development to struggling learners in preschool Smith, Sheila, July 2009 NHSA Dialog, 12(3), 210-226 A description of the outcomes of and strategies used by the New York University Early Reading First (ERF) program to deliver individualized early literacy instruction to students, based on a sample of 4-year-old children from 5 full-day preschool intervention sites assessed twice throughout the program year	Reports & Papers
			Rochester Early Childhood Assessment Partnership: 2007-08 twelfth annual report Lehmann, Christine, October 2009 (Number T09-008). Rochester, NY: Children's Institute. Findings from the twelfth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms	Reports & Papers
			Summative evaluation of the Ready to Learn Initiative: Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial Penuel, William R., September, 2009 Newton, MA: Education Development Center. An investigation of the effect of the inclusion of children's video programming in the preschool curriculum on children's early literacy skills, based on a random sample of 398 low-income children aged 4 and 5 years old from 80 preschool classrooms from 47 child care centers in New York City and the San Francisco Bay Area assigned to receive a 10 week technology-supported literacy curriculum or a 10 week technology-supported science curriculum comparison group	Reports & Papers