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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Hamre, Bridget [remove]; State:WISCONSIN [remove]; Classification:Child Development & School Readiness [remove];
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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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Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings A study of the prevalence of depression among nonfamilial child care providers and the associations between depression rates and the quality of provider-child interactions, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care (SECC) |
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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