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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Other [remove]; Classification:Child Development & School Readiness [remove];
883 results found.|
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10 years post-Neurons to Neighborhoods: What's at stake and what matters in child care? A discussion of the relationship between the quality of child care environments and child stress, health, and developmental outcomes, and a call for an increase in compensation and training for child care workers |
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15 by 15: A comprehensive policy framework for early human capital investment in BC An argument for reducing the percentage of developmentally vulnerable children in British Columbia, Canada, to 15 by 2015, including a policy framework to achieve the goal |
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2011 District of Columbia early childhood risk and reach assessment An examination of the geographic distribution in the District of Columbia of family risk indicators, children's reading and math proficiency, and early childhood programs |
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ABLE: A system for mental health screening and care for preschool children A proposal of a tool for the early detection of behavioral and emotional problems in special needs children |
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Accountability in early childhood: No easy answers A critical discussion of accountability testing in early childhood education with recommendations for more effective early childhood program evaluation |
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Accountability in early childhood: No easy answers An inquiry into the role of high-stakes testing in early childhood programs in the adoption of early childhood policies, with a suggestion of an alternative method for the assessment of children to inform the decisions of public policymakers |
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ACF/OPRE report: Data tables for FACES 2006 Head Start children go to kindergarten report Data tables from a profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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ACF/OPRE report: Data tables for FACES 2006 A second year in Head Start report Data tables from a profile of the development, families, and home environments of children participating in their second year of Head Start who had entered the program at age 3 in the fall of 2006, based on spring 2008 data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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ACF-OPRE report: Data tables for FACES 2006 A year in Head Start report Data tables from a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
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Achieving equitable education for all students: Legal, institutional and activist strategies A discussion of the association between child development and economic development among business and higher education professionals in Connecticut |
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Acquisition of hearing, listening and speech skills by and during key stage 1 An examination of the relationship between effective classroom teaching and factors that may affect listening and speech skills in children between the ages of 5 and 7, including classroom acoustic environments, reduced hearing sensitivity, and underdeveloped listening skills |
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The acquisition of literacy: Reframing definitions, paradigms, ideologies, and practices A discussion of a contextual theory of literacy acquisition, which views literacy as related to an individual's construction of self and environment |
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Adult-child relationships in early childhood programs A discussion of research on the impact of the caregiver-child relationship on healthy child development during the preschool and early elementary school years. |
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Adults' imagination and young children's experiences of quality in early years education [Special issue] 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 |
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Advancement of preschoolers' resilience: The A.R.Y.A. Project 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 |
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Advancing early literacy learning for all children: Implications of the NELP report for dual-language learners A discussion of the implications of the findings of National Early Literacy Panel for the early education of children who are dual language learners |
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Advancing the measurement of quality for early childhood programs that support early language and literacy development 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 |
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Aesthetic experience and early language and literacy development 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 |
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After Project Head Start: What next? A 1967 study of the Head Start program's effectiveness in delivering child care services and preparing children for formal schooling through examination of the physical, mental, and educational development of 106 Head Start participants in one community |
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Afterschool Alliance backgrounder: Formal evaluations of afterschool programs' impact on behavior, safety and family life A review of evaluations of the impact of after school programs on student safety, behavior, and discipline, and on parents' concerns about their children's safety |
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Aligning research and policy on social-emotional and academic competence for young children A commentary on the ability of both historical and contemporary educational policies to promote an holistic approach to the development of social, emotional, and academic competencies in young children |
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Alphabet and phonological awareness: Can it be enhanced in the early childhood setting? A proposal to use professional development to increase teachers' understandings of both the alphabet principle and phonological awareness and to implement them both within a holistic curriculum and within the context of children’s play, based on literacy research conducted in New Zealand |
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Alphabetic anxiety and explicit, systematic phonics instruction: A cognitive science perspective An examination of the role of the alphabet in children’s acquisition of early literacy skills |
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An analysis of the effectiveness of early intervention programs for high-risk children A review of seventeen studies on the impact of early educational intervention on intellectual development in children from socioeconomically disadvantaged families |
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Another step back?: Assessing readiness in Head Start A critique of the impact of current assessment and accountability measures on Head Start students |
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