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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; State:NEW YORK [remove]; Classification:Child Development & School Readiness [remove];
104 results found.|
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The affective bond between preschool aged children and mentors A study on the effects of mentoring relationships on preschool age children’s behavior within the context of Head Start programs |
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Alphabet knowledge in preschool: A Rasch model analysis An examination of the dimensions of the alphabet knowledge construct and the relative difficulty of different alphabet knowledge tasks--uppercase letter recognition, names, and sounds, and lowercase letter names--within a sample of 335 children recruited from 15 child care and preschool facilities in Fort Wayne, Memphis, and New York City |
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Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements |
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An assessment of preschool education options for rural and small village areas An examination of the effects of preschool setting on the acquisition of school readiness skills, based on a study of 90 incoming kindergarteners in a rural area in upstate New York |
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Attitudes about shared reading among at-risk mothers of newborn babies An examination of low income, multi ethnic mothers' attitudes in terms of shared book reading with their infants, the number of books in their homes and the relation between sociodemographic characteristics and the mothers' attitudes |
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Benefits of a comprehensive technology system in an early childhood setting: Results of a three-year study An study of the effects of a comprehensive system of technology integration and services for children with disabilities on student engagement, fine motor skills, visual motor skills, emergent literacy, and communication and social skills |
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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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Child care setting affects salivary cortisol and antibody secretion in young children A study of the relationship of illness frequency to both cortisol levels and antibody secretions, measured several times throughout each day and both at home and at child care, in a sample of 65 children from upstate New York |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence |
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
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Children's performance in school readiness skills in the Jumpstart Program Two longitudinal studies of a Head Start national supplemental preschool program in New York City targeting of disadvantaged children and its influence in improving children’s school readiness skills and adaptive behaviors |
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Classroom academic and social context: Relationships among emergent literacy, behavioural functioning and teacher curriculum goals in kindergarten A study of the relationship between both the literacy skills and behavior of kindergarteners and the level of emphasis of each skill in the classroom curricula, based on data from a longitudinal study of 162 former Head Start children attending 54 kindergarten classrooms on Long Island |
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Community Place 2011-12 after school program: Data summary A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students |
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A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms An investigation of the effects of inclusive and self-contained preschool education on young children's developmental outcomes, examining the effects of school day length and type of program on socioemotional development |
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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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Cortisol patterns at home and child care: Afternoon differences and evening recovery in children attending very high quality full-day center-based child care 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 |
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Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects An experimental evaluation of the effects of an after school arts program on the behavior of low-income urban children based on parent and child questionnaires |
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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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Does prekindergarten experience influence children's subsequent educational development?: A study of kindergarten teachers' perceptions and students' performances 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 |
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Do preschool teachers consider inferences for book discussions? 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 |
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Dynamic assessment as an intervention for emergent literacy in Head Start An evaluation of a dynamic assessment designed to help Head Start teachers emphasize emergent literacy while assessing individual children's achievements |
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Economic deprivation and early childhood development A study of the impact of poverty and poverty correlates such as ethnicity, maternal education, neighborhood conditions and single parenthood on child cognitive and behavioral development, using longitudinal data from the Infant Health and Development program |
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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation |
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The effects of the home instruction programs for preschooler youngsters (HIPPY) on children's school performance at the end of the program and one year later A study of the Home Instruction Program for Preschooler Children, a costless two year family-oriented home-based early childhood intervention administered to low-income children; the study included assessments of the children’s cognitive skills, adaptation to the classroom, and standardized test achievement at the end of the program |
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Effects of a pre-kindergarten mathematics intervention: A randomized experiment An evaluation of the effect of the implementation of the Pre-K Mathematics curriculum and the DLM Express software package on the mathematical knowledge of low-income children in Head Start and public preschool classrooms in greater San Francisco and Buffalo, based on a study of 20 experimental and 20 control-group classrooms |
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