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Current Filters: Classification:Child Development & School Readiness [remove];

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			The acquisition of literacy skills in 4 and 5 year olds Smith, Teri L., May 2009 Unpublished master�s thesis, Southwest Minnesota State University, Marshall An examination of literacy skills acquisition in 16 4 and 5 year old preschoolers in a School Readiness program in a medium sized school district in southwestern Minnesota	Reports & Papers
			Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs Brandone, Amanda C., July 2007 Child Development, 78(4), 1322-1342 An exploration of the ways that children utilize perceptual, social, and linguistic cues in order to learn verbs, using data from three experiments conducted with 21- to 24-month-old children	Reports & Papers
			Active hours afterschool: Childhood obesity prevention & afterschool programs Afterschool Alliance, April 2006 (Afterschool Alert Issue Brief No. 24). Washington, DC: Afterschool Alliance. An overview of the role afterschool programs can play in reducing childhood obesity	Fact Sheets & Briefs
			Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children Fuligni, Allison Sidle, Q2 2012 Early Childhood Research Quarterly, 27(2), 198-209 An identification of two routines profiles--structured-balanced and high free choice, derived from varying proportions of teacher-directed and child-initiated activities during the preschool day, and a study of the relationship between those routine profiles and structural program characteristics, measures of process quality, children's engagement in activities of various academic contents, teachers' instructional strategies, and children's school readiness skills, based on data from 53 public preschool classrooms, 47 private preschool classrooms, and 25 family child care homes that serve low-income children in Los Angeles, California	Reports & Papers
			Added value of dialogic parent-child book readings: A meta-analysis Mol, Suzanne E., January 2008 Early Education and Development, 19(1), 7-26 An analysis of data from multiple studies on of the effects of dialogic parent-child book reading on the vocabulary skills of young children	Reports & Papers
			The added value of the School of the 21st Century when combined with a statewide preschool program Ginicola, Misty M., January, 2013 American Journal of Orthopsychiatry, 83(1), 89-93 A comparison of child developmental outcomes and classroom quality in school-based early care and education centers that offered either Arkansas Better Chance program (ABC) services alone or a combination of ABC and School of the 21st Century services, based on data from 8,745 4-year-olds in ABC classrooms in Arkansas	Reports & Papers
			Addressing challenging behaviors in Head Start: A closer look at program policies and procedures Quesenberry, Amanda C., February, 2011 Topics in Early Childhood Special Education, 30(4), 209-220 An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest	Reports & Papers
			Addressing disruptive behaviors in the preschool classroom: An adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start teachers Collett, Brent R., 2002 Unpublished doctoral dissertation, Utah State University, Logan A study describing the development, implementation, and evaluation of an early intervention program designed to improve teaching strategies and practices for Head Start children with behavioral problems	Reports & Papers
			Addressing social-emotional development and infant mental health in early childhood systems Zeanah, Paula D., 2005 (Building State Early Childhood Comprehensive Systems Series No. 12). University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy. A policy report addressing several issues associated with infant mental health (IMH), including organization; delivery of services; and funding and training opportunities	Reports & Papers
			Addressing socio-emotional development and infant mental health in early childhood systems: Executive summary Zeanah, Paula D., 2005 (Building State Early Childhood Comprehensive Systems Series No. 12). University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy. A study of the necessity to focus child care and early education efforts on infant mental health and development, with policy recommendations and strategies for implementation, the meaning of infant mental health, and the development of systems for delivering infant mental health services	Executive Summary
			Adjustment to the first year in school: A Singapore perspective Yeo, Lay See, 2006 European Early Childhood Education Research Journal, 14(2), 55-68 An examination of adjustment to school by 90 first graders from different ethnic, language, and socioeconomic backgrounds entering a school in western Singapore	Reports & Papers
			Adolescent emotional and behavioural outcomes of nonparental preschool childcare Liang, Holan, March, 2012 Social Psychiatry and Psychiatric Epidemiology, 47(3), 399-407 An examination of the relationship between nonparental early child care and adolescent mental health outcomes, based on a secondary analysis of data from 197 participants in the Croydon Assessment of Learning Study in the United Kingdom	Reports & Papers
			Adult attunement and child availability: Interaction of mother and caregiver with three-year-old Kibbutz children Eshel, Yohanan, 2000 Infant Mental Health Journal, 21(6), 411-427 An investigation of adult attentiveness and intrusiveness in dyadic relations between children and their mothers and caregivers, in a sample of 33 three-year-old Kibbutz children in Israel	Reports & Papers
			Adult-child processes and early schooling Pianta, Robert C., 1997 Early Education and Development, 8(1), 11-26 A discussion on the relationship of school outcomes to social processes	Reports & Papers
			Adult-child relationships in early childhood programs Elicker, James, 1995 Young Children, 51(1), 69-78 A discussion of research on the impact of the caregiver-child relationship on healthy child development during the preschool and early elementary school years.	Other
			Adults' and children's language in different situational contexts in Italian nursery and infant schools Majorano, Marinella, October 2009 Child Care in Practice, 15(4), 279-297 An analysis of children�s language development, and educators� and teachers� child-directed speech in both Italian nursery schools for children 6 through 36 months and infant schools for children 38 through 72 months	Reports & Papers
			Adults as a context for social learning in kindergarten Gjems, Liv, September 2009 European Early Childhood Education Research Journal, 17(3), 297-307 An exploration of children's expressions of other people's beliefs on a test or in a classroom environment, with a focus on children who fail the test but understand its concepts, based on observations of 6 children and their teachers from 2 classrooms in Norway	Reports & Papers
			Adults' imagination and young children's experiences of quality in early years education [Special issue] Munn, Penny, March 2010 International Journal of Early Years Education, 18(1) A special issue of the International Journal of Early Years Education, focusing on the adult use of imagination to create social spaces for young children	Other
			Advancement of preschoolers' resilience: The A.R.Y.A. Project Israelashvili, Moshe, 2003 Early Childhood Education Journal, 31(2), 101-105 A discussion of the Advancement of Preschoolers� Resilience Project's (A.R.Y.A.) resiliency-building intervention program for 4-year-old kindergarten students in Israel	Other
			Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners Gutierrez, Kris D., May, 2010 Educational Researcher, 39(4), 334-339 A discussion of the implications of the findings of National Early Literacy Panel for the early education of children who are dual language learners	Other
			Advancing the language skills of young Latino children: Fresh evidence: What works Bridges, Margaret, 2010 Berkeley: University of California, Berkeley, Institute of Human Development, New Journalism on Latino Children. An overview of research on the relationship of preschool education to the English language development of Latino children	Fact Sheets & Briefs
			Advancing the measurement of quality for early childhood programs that support early language and literacy development Neuman, Susan B., 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 51-76). Baltimore: Paul H. Brookes A review of assessment tools for the measurement of the quality of children's language and literacy development in center-based and family child care settings	Other
			Advantages of gardening as a form of physical activity in an after-school program Phelps, Joshua, December, 2010 Journal of Extension, 48(6), 1-7 A study of the relationship between participation in a Cooperative Extension Service after school gardening program and the self-reported physical activity levels of children, based on data from 31 children in third through fifth grade in Oklahoma	Reports & Papers
			Aesthetic experience and early language and literacy development Johnson, Helen L., April 2007 Early Child Development and Care, 177(3), 311-320 An exploration of the connections between theory and research in language development and children�s engagement with the arts, and their implications for early childhood classroom practice	Other
			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

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