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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:PENNSYLVANIA [remove]; Full Text:yes [remove]; Classification:Child Development & School Readiness [remove];
84 results found.|
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Are insecure-avoidant infants with extensive day-care experience less stressed by and more independent in the Strange Situation A study of the relationship between child reactions to stressful situations and the amount of non-parental child care experienced by the child in his or her first year, in a sample of 20 insecure-avoidant infants |
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Arts enrichment and preschool emotions for low-income children at risk A comparison of emotion expression and regulation in children attending both arts-integrated and non-arts integrated Head start programs, based on data from 182 low income children |
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Arts enrichment and school readiness for children at risk A study of the growth of children's school readiness skills among low income and at risk children of different levels of development at a preschool using the Kaleidoscope arts enrichment curriculum, and a comparison of the vocabulary scores of children in this program with those of children in a nearby traditional preschool |
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Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start An examination of the correlations between behavioral measures of school readiness and both academic knowledge and executive function in a sample of 356 4-year-old children in Head Start programs in three Pennsylvania counties |
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Book reading interactions between African American and Puerto Rican Head Start children and their mothers An observational study examining and comparing the interaction styles between African American and Puerto Rican mothers and their Head Start children during shared book reading |
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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families An interim report of the random assignment, impact evaluation of the Early Head Start Research and Evaluation project, analyzing child and family outcomes through the first two years of children's lives. |
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Change in family income-to-needs matters more for children with less An examination of changes in family income-to-needs and its effect on young children's cognitive, language, and behavioral development and outcomes using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Child-care and family predictors of preschool attachment and stability from infancy An analysis of the relationship between family factors and infant and toddler child care experiences and preschool attachment, using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Child care and mother-child interaction in the first 3 years of life An analysis of the effects of child care on maternal sensitivity and child engagement during the first three years of life based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Child care structure, process, outcome: Direct and indirect effects of child care quality on young children's development A study exploring whether process measures of child care quality mediate the relationship between structural features of child care quality and child outcomes, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Child care teachers' response to children's emotional expression A study of child care center teachers' responses to children's emotional expressions using systematic observational methods |
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Child care teachers' strategies in children's socialization of emotion An investigation of ways in which child care teachers socialize children's emotional expression |
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Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months An examination of maternal symptoms of depression over the first 3 years of children’s lives in relation to mother-child interactions and children’s development at 36 months |
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
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Conceptualizations of readiness and the content of early learning standards: The intersection of policy and research? An analysis of 46 state-level early education standards documents to investigate the specific areas of development addressed in order to determine how different states conceptualize school readiness |
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Cumulative parenting stress across the preschool period: Relations to maternal parenting and child behaviour at age 5 A study of cumulative parenting stress across two domains, life events, and parenting daily challenges, assessed with children 3-5 years old in a sample of 125 children and their mothers |
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A day in third grade: A large scale study of classroom quality and teacher and student behavior A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD) |
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Developmental precursors of externalizing behavior: Ages 1 to 3 A study of the association of various factors, including gender and maternal responsiveness, to later externalizing behavior in children at ages two and three, based on observations of 100 mother-child dyads from low-income families |
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The development of cognitive skills and gains in academic school readiness for children from low-income families A longitudinal study of the relationship between executive function and growth in both emergent literacy and numeracy in the prekindergarten year and the kindergarten reading and math achievement of 164 children in Head Start |
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Differential effects of high-quality child care An analysis of data collected from the Infant Health and Development Program examining the differential causal effects of access to high quality child care for at risk children who would otherwise have participated in one of three child care options: no non-maternal care, home-based non-maternal care, and center-based care |
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Diversity, child care quality, and developmental outcomes A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care |
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Do children's attention processes mediate the link between family predictors and school readiness A study of the mediating role of child's attention processes in the relation between family environment and school readiness |
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? A study of the links between children's socioemotional development and both the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type, and other characteristics of child care |
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Do regulable features of child-care homes affect children's development? An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children |
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