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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; State:ILLINOIS [remove]; Classification:Socioeconomic Status [remove];
7 results found.|
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Child care experiences in low-income communities: Developmental quality and maternal views A study of child care quality in low-income urban communities, including types of child care used and degree to which settings met children’s and mothers’ needs, based on data from a longitudinal welfare study: Welfare, Children, and Families: A Three-City Study |
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Cultural relay in early childhood education: Methods of teaching school behavior to low-income children There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers-one using implicit instruction and one teaching behavior explicitly-over a period of 5 months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. (author abstract) |
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The effect of early childhood intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers An examination of the impact of participating in the Chicago Child-Parent Centers on the likelihood of urban, low income, African American children receiving special education services in elementary school |
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The effects of developmentally appropriate preschool experience on at-risk children's logical-mathematical skills A study of the effects of developmentally appropriate high-quality preschool providing hands-on activities and a play-based curriculum on the logical-mathematical skills of at-risk children, with a control group of 160 children and a treatment group of 106 children between the ages of four and five |
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More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the child-parent centers An investigation of the links between early childhood curriculum designs and parent involvement and school readiness, early achievement, and future experiences, based on a study of preschool children attending Chicago Child-Parent Centers--early educational intervention services for children and families living in poverty |
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Parent involvement in early intervention for disadvantaged children: Does it matter? A study of parental involvement in early intervention curricula, such as participation in activities in their children's preschool and kindergarten classes and the frequency of their participation, and their children's later school competence based on assessment of data regarding 704 parents that participated in the Chicago Longitudinal Study |
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The role of grandmothers in the lives of preschoolers growing up in urban poverty An examination of the impact of grandmothers' residential status and child care responsibilities on low income preschool children's cognitive development and academic achievement using data from the Welfare, Children, and Families: A Three-City Study |
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