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Current Filters: New in five years [remove]; State:NEW YORK [remove]; Full Text:no [remove]; Classification:Child Development & School Readiness [remove];

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			The affective bond between preschool aged children and mentors Moffatt, Michael J., 1997 Unpublished doctoral dissertation, New School University, New York A study on the effects of mentoring relationships on preschool age children’s behavior within the context of Head Start programs	Reports & Papers
			Does prekindergarten experience influence children's subsequent educational development?: A study of kindergarten teachers' perceptions and students' performances DeSiato, Donna J., 2003 Syracuse, NY: Phi Delta Kappa. A brief exploration of the correlation between children?s prekindergarten experiences and their educational readiness to attend kindergarten, based on a survey of 55 kindergarten teachers and an assessment of 346 kindergarteners in a high-risk, urban school district in Upstate New York	Reports & Papers
			Dynamic assessment as an intervention for emergent literacy in Head Start Massetti, Greta M., 2002 Unpublished doctoral dissertation, State University of New York at Stony Brook An evaluation of a dynamic assessment designed to help Head Start teachers emphasize emergent literacy while assessing individual children's achievements	Reports & Papers
			Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence Gifford, Shelly A., 2001 Unpublished doctoral dissertation, Fordham University, New York An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation	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
			Emergent literacy and parent-child reading in Head Start families: The implementation and evaluation of a multigenerational reading program Diehl, David Christopher, 2000 Unpublished doctoral dissertation, Cornell University, Ithaca, NY An exploration of the role of parent involvement in the development of children’s emergent literacy skills, based on 135 parent-child pairs enrolled in a Head Start program who participated in the implementation of a multi-generational reading program	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
			Head Start children at risk for emotional and behavioral disorders: An examination of personal and programmatic characteristics Abbott, Dana H., 2002 Unpublished doctoral dissertation, State University of New York at Albany An examination of the screening procedures used to identify emotional behavioral disorders in Head Start children, comparing the results of a developmental screening instrument with results of a generic screening tool; intervention procedures after diagnosis were also examined	Reports & Papers
			The impact of inclusion on language development and social competence among preschoolers with disabilities Rafferty, Yvonne, 2003 Exceptional Children, 69(4), 467-479 An article on the effects of inclusion on the language and social development of mentally disabled children	Reports & Papers
			The longitudinal course of reading development from preschool through elementary school: An application of structural equation modeling Bracken, Stacey Storch, 2004 Unpublished doctoral dissertation, State University of New York at Stony Brook An investigation of the longitudinal relationship between code-related and oral language emergent literacy skills and reading achievement in low income children	Reports & Papers
			Mathematics in early childhood: An investigation of mathematics skills in preschool and kindergarten students Smith, Cara, 2010 Unpublished doctoral dissertation, Alfred University, Alfred, NY A study of a model of mathematics skills acquisition as measured by eight assessment tasks of early mathematics skills with 88 students in ten preschool and four kindergarten classrooms	Reports & Papers
			Nutrition practices and children's dietary intakes at 40 child-care centers in New York City Erinosho, Temitope, September, 2011 Journal of the American Dietetic Association, 111(9), 1391-1397 An evaluation of nutrition practices and an assessment of children's dietary intakes using nutrition recommendations, based on a review of menus, observations of foods and beverages consumed by 240 3- and 4-year-old children, and from the directors of 40 child care centers in the underserved communities in Central Brooklyn, East/Central Harlem, South Bronx, and Manhattan	Reports & Papers
			Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children Sun Lee, Joon, 2007 Early Education and Development, 18(1), 111-143 An exploration of preschool teachers’ beliefs about appropriate early education pedagogy for low- and middle-socioeconomic status children, based on responses from 60 teachers assigned to read written vignettes describing issues related to teaching either literacy or mathematics	Reports & Papers
			Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms Chiong, Cynthia, Spring 2012 New York: Joan Ganz Cooney Center. A study of variations in interactions, engagement, and child story comprehension in parent-child co-reading across print book, basic e-book, and enhanced e-book formats, based on observations of 32 parent-child pairs reading a print book and either its basic e-book or enhanced e-book counterpart	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
			Reducing disruptive behaviors in preschoolers: Using interdependent group contingency with mystery motivators Murphy, Kelly A., 2004 Unpublished doctoral dissertation, Hofstra University, Hempstead, NY An investigation of the effects of an early intervention using mystery motivators on nine Head Start children's disruptive behaviors	Reports & Papers
			The relationship between preschool programming and school readiness for rural children entering kindergarten Conway, Donna M., June 2010 Unpublished doctoral dissertation, Walden University, Minneapolis, MN A comparison of the preliteracy readiness scores of groups of kindergarten children who have attended either half-day or full-day preschool programs, half-day or a full-day child care centers, or who were not in attendance in an early childhood program, from district data collected from 320 kindergarten students in a rural New York school district	Reports & Papers
			Teaching and tracking emergent literacy in Head Start Shaller, Gary E., 2005 Unpublished doctoral dissertation, State University of New York at Stony Brook An examination of the impact of an early intervention literacy curriculum on Head Start children's emergent literacy skills	Reports & Papers
			Two year program evaluation of the jumpstart program in New York City Vecchiotti, Sara, 2004 Unpublished doctoral dissertation, Fordham University, New York An evaluation of the implementation of the Jumpstart NYC early intervention program for preschoolers from 1997 through 1999, and an inquiry into the influence of participation in the program on children’s school readiness skills	Reports & Papers

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