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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:ILLINOIS [remove]; Classification:Child Development & School Readiness [remove];
63 results found.|
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Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings A comparison of the impact of exposure to the Chicago School Readiness intervention during the Head Start year on children's language, literacy, and math and behavioral outcomes between kindergarteners in both high and low performing schools, based on secondary analysis of data from 361 children who were participants in the Chicago School Readiness Program |
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The afterschool experience in Salsa, Sabor y Salud: Evaluation 2007-2008 A process and outcomes evaluation of Salsa, Sabor y Salud (SSS), a child-centered adaptation of a healthy lifestyles program for Latino families, that examined the effect of program participation on elementary school students' and program instructors' knowledge and healthy behaviors, based on survey, interview, and observational data collected in after school programs implementing SSS and matched control programs in Los Angeles and on case studies of programs in Chicago |
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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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Behavior problems among young children in low-income urban day care centers A description of the frequency and correlation of behavior problems, the degree to which parents and teachers agree about the children’s behavior problems in their respective contexts, and family characteristics that distinguish toddlers with behavior problems both at home and at day care from the rest of the sample, based on a sample of parents of 2- and 3-year-old children from low-income families |
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The Chicago Program Evaluation Project: A picture of early childhood programs, teachers, and preschool-age children in Chicago: Final external report A study of four-year-old children and their experiences in early childhood education programs in Chicago in the 2006-2007 school year, including children's characteristics and developmental levels, characteristics of early childhood program teachers and classrooms, and children's development over the course of the school year and its relationship to family and classroom characteristics, based on child assessments, teacher interviews, and classroom observations in a representative sample of children and classes |
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Child care and the development of behavior problems among economically disadvantaged children in middle childhood A study of the relationship between low-income children's development of behavior problems during middle childhood and child care quality, extent and type of care, as well as an examination of child characteristics, gender, and race-ethnicity, as moderators of the development of behavior problems, based on data from 349 7- through 11-year-old participants in the Three-City Study |
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Child care and low-income children's development: Direct and moderated effects A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study |
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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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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 context of infant attachment in family child care A study of family child care provider-infant attachment security and interactive involvement |
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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms |
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The diffusion of a pediatric care innovation in a large urban nonprofit health care system An evaluation documenting and analyzing the diffusion of an innovation in pediatric primary care, the Healthy Steps for Young Children Program, in a large health care system, Advocate Health Care in Chicago, using Everett Rogers’ model |
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Does early childhood intervention affect the social and emotional development of participants? An examination of the impact of a preschool intervention on young children's social and emotional development using data from the Chicago Longitudinal Study and an investigation into the endurance of the effects of program participation |
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Does maternal employment following childbirth support or inhibit low-income children's long-term development? An analysis of the relationship between maternal employment in the two years after childbearing and children's cognitive and behavioral functioning at age 7, with additional analyses of the moderating roles of race/ethnicity and child care type on that relationship, based on data from 444 urban, low-income, predominantly African American and Hispanic families from the Three-City Study, a longitudinal, multi-method analysis of the well-being of low income children and families in Boston, San Antonio, and Chicago following welfare reform |
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Does preschool intervention affect children's perceived competence? A study of the effects of the federally funded Child-Parent Center preschool program on low-income African-American children’s perceived school competence in the sixth grade, with findings that touch on reading and math achievement |
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Dosage effects on school readiness: Evidence from a randomized classroom-based intervention A study of dosage effects of a targeted intervention on low-income child behavior problems, emotional and behavioral self-regulation skills, and cognitive development, as well as a study of variation of dosage effects across school readiness measures and the individual components of the Chicago School Readiness Project (CSRP), based on data from 602 children and 90 teachers in 35 Head Start-funded classrooms |
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Early intervention and its effects on maternal and child development A 2-year study of the social and cultural attitudes and behaviors of lower-income black mothers and its effects on the intellectual development of their children (18-44 months) |
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Early Start: A literacy-rich prekindergarten program for children academically at risk A description Early Start, a center-based prekindergarten literacy program for at-risk children in Illinois, and an assessment of the impact on its participants |
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Educare implementation study findings--August 2012 Findings from an implementation study of Educare, a full-day, full-year high-quality early care and education program for at risk children from birth to age 5, that examine children's school readiness, vocabulary, and socioemotional outcomes and classroom quality, based on data collected at 12 programs from the fall 2007 through spring 2011 school years |
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The effects of developmentally appropriate preschool experience on at-risk children's logical-mathematical skills A study of the effects of developmentally appropriate high-quality preschool providing hands-on activities and a play-based curriculum on the logical-mathematical skills of at-risk children, with a control group of 160 children and a treatment group of 106 children between the ages of four and five |
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The emergence of learning-related social skills in preschool children A study of the emergence of children’s learning-related social skills in preschool, investigating the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later |
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Emotional socialization in the postmodern era: Children in day care A description of the way children’s emotional needs are treated by certain caregivers and why it is detrimental to the quality of a child’s care experience |
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An evaluation of the effectiveness of the national Head Start Bureau early literacy mentor-coach initiative on teacher literacy practices and children's literacy learning outcomes An analysis of the effects of the Head Start Bureau's early literacy mentor-coach initiative on Head Start teachers' literacy strategies and practices and children's emergent literacy skills |
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Family-school connectedness and children's early social development An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers |
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