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Current Filters: Author:Bowman, Barbara T. [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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ABLE: A system for mental health screening and care for preschool children
Barbarin, Oscar, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 77-88). Washington, DC: National Black Child Development Institute

A proposal of a tool for the early detection of behavioral and emotional problems in special needs children

Other


Kindergarten practices with children from low-income families
Bowman, Barbara T., 1999
In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 281-301). Baltimore: Paul H. Brookes Publishing Co.

A discussion of the factors identified in the research on the academic achievement of low-income, minority children and families of their implications for schools and classrooms, including a section on the role of culture and cultural differences, with the goal of alerting teacher educators, school administrators, and teachers to what it will take to change school achievement for low income, minority children

Other


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Leveraging diversity to benefit children's social-emotional development and school readiness
Day, Carol Brunson, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 23-32). Washington, DC: National Black Child Development Institute

A discussion of the role of culture and diversity in children’s socioemotional development

Other


The NBCDI Social-Emotional Development Project
Moore, Evelyn, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 1-2). Washington, DC: National Black Child Development Institute

An overview of an initiative to promote socioemotional development amongst minority children

Other


Resilience: Preparing children for school
Bowman, Barbara T., 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 49-58). Washington, DC: National Black Child Development Institute

An inquiry into resilience in children, with a focus on its influence on the relationship between their ability to cope in stressful situations and their school readiness

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School readiness and social-emotional development
Bowman, Barbara T., 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 3-6). Washington, DC: National Black Child Development Institute

An exploration of the relationship between children’s socioemotional development and school readiness

Other


School readiness and social-emotional development: Perspectives on cultural diversity
Bowman, Barbara T., 2006
Washington, DC: National Black Child Development Institute

A series of chapters on socioemotional development, school readiness, and school success in ethnically diverse early education environments

Other


Social and emotional development in the zero-to-three child: A systems change approach
Green, Melinda, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 89-98). Washington, DC: National Black Child Development Institute

A description of Children’s Futures, a community-based initiative to improve the outcomes of children aged 0 to 3 years old and their families in Trenton, New Jersey through the provision of early care services and programs

Other


Teacher-child relationships, social-emotional development, and school achievement
Ray, Aisha, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 7-22). Washington, DC: National Black Child Development Institute

An exploration of the relationship between the dynamics of teacher-child relationships and children’s socioemotional development and academic achievement, based on a review of research on 11 aspects of teacher-child relationships

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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