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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in five years [remove]; State:CONNECTICUT [remove]; Classification:Child Development & School Readiness [remove];
31 results found.|
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Childhood social environment and Hodgkin's lymphoma: New findings from a population-based case-control study A study examining the potential relationship between childhood social environments and incidence of Hodgkin's lymphoma |
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The children of the Cost, Quality, and Outcomes Study go to school The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development. |
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Children's experiences in center-based child care as a function of teacher background and adult:child ratio An examination of child care quality in relation to adult: child ratio and teacher education, using the Cost, Quality and Outcome (CQO) and Florida Quality Improvement study datasets |
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Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children’s developmental outcomes |
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A comparison of European American and Puerto Rican parent's beliefs and expectations concerning early intervention programs for preschool children A comparison of the expectation of early childhood programs between Puerto Rican parents and European American parents, based on a sample of 60 Puerto Rican and European American parents of children in Head Start programs in northeastern Connecticut |
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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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The Cost, Quality and Child Outcomes in Child Care Centers Study A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes |
Major Research Projects
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Can toddlers learn vocabulary from television?: An experimental approach An investigation of young children?s ability to learn vocabulary quickly from television programs, also known as fast mapping, based on a sample of 48 toddlers between the ages of 15 and 24 months |
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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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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 place of testing on the Peabody Picture Vocabulary Test scores of disadvantaged Head Start and non-Head Start children A study of the impact of the testing environment on the test performance of disadvantaged children in the Head Start Program as compared with disadvantaged children not in Head Start, with a total sample of 40 children tested at home or in another location |
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How welfare reform affects young children: Experimental findings from Connecticut A study of the effects of mothers’ rising employment levels and program participation on young children’s early learning and cognitive growth, comparing participant outcomes in Connecticut’s Jobs First program and a traditional welfare program |
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Inside the content: The breadth and depth of early learning standards A study of the content and development of state-level early learning standards for kindergarten through twelfth grade in 2004 |
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An investigation of the effectiveness of a home-school intervention involving Direct Behavior Ratings to decrease disruptive behavior in preschoolers An investigation of the influence of a home to school collaborative intervention of direct behavior ratings to decrease disruptive behavior in 4 preschoolers |
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Is an intervention program necessary in order to improve economically disadvantaged children's IQ scores? A study examining motivational and formal cognitive determinants in IQ testing of Head Start children |
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Making an informed decision on employment and child care An account of the development and evaluation of a guide to employment and child care decisions for parents of young children, using data from an educational research and development project in the Tolland, CT school district, and addressing issues of brain development, attachment theory, quality care studies, family and medical leave legislation, financial considerations, and alternative work options |
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National evaluation of the Even Start Family Literacy Program: 1994-1997 final report The second national evaluation of the Even Start Family Literacy Program, examining what has changed and what has remained stable over its first eight years, specifically addressing who and what is served by the program, federal funding methods, participant's developmental and educational gains, best practices, and the success with which the program is reaching its target population |
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Nature and children: The effects of gardening on preschoolers A study of the impact of gardening on perceived peer acceptance, social adjustment, interest in nature, and nutritional awareness based on teacher and child self-reports of 45 children randomly assigned to either gardening or control conditions for 3 months in one Head Start program in West Haven, Connecticut |
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NCSL technical report: State approaches to school readiness assessment An examination of states' kindergarten assessment practices and use and reporting of school readiness information, based on data from the 25 states that perform kindergarten assessments |
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NCSL technical report: State approaches to school readiness assessment An examination of states’ definitions of children’s school readiness and states’ uses of information on school readiness, based on data from 23 states that require universal or near-universal assessment by stature |
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New lives for poor families?: Mothers and young children move through welfare reform: The Growing Up in Poverty Project: Wave 2 findings: California, Connecticut, and Florida: Technical report A study of the long-term effects of welfare reform on mothers' employment, children's development, and family well-being among a sample of mothers and preschool-age children who entered new welfare programs in California, Connecticut, and Florida |
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Paternal participation in child care and its effects on children's self-esteem and attitudes toward gendered roles An examination of the effects of parents’ division of child care responsibilities on 10- and 11- year-old children’s self-esteem, relationships with parents, and gender ideologies, based on a sample of 24 boys and 16 girls |
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Predicting kindergarteners' response to early reading intervention: An examination of progress-monitoring measures A study of the predictive validity of The Early Reading Intervention (ERI) curriculum-embedded mastery checks of phonemic and alphabetic/decoding performance and of individual Dynamic Indicators of Basic Early Literacy Skills (DIBELS) nonsense word fluency and phoneme segmentation fluency-- two forms of progress-monitoring measures, on reading outcomes of kindergarten students, and an examination of what combinations of both DIBELS and curriculum-embedded phonemic and alphabetic/decoding measures have the best predictive validity, based on data from 64 children in Connecticut and in Texas kindergartens |
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Preparing early childhood educators to address young children’s social-emotional development and challenging behavior: A survey of higher education programs in nine states A study of the perceived preparedness of graduates of 2- and 4-year college-level early education programs to manage children’s challenging behavior and promote children’s socioemotional development, and a study of faculty approaches to teaching these subjects, based on questionnaire responses from the faculties of 125 programs in 9 states |
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