Browse the Collection

RC Produced by Research Connections

* Peer Reviewed Journal

Current Filters: Author:Pianta, Robert C. [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

18 results found.
[1]  
Select Citation
Result Resource Type

*

Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Barbarin, Oscar, 2006
American Journal of Orthopsychiatry, 76(2), 265-276

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

Reports & Papers


get fulltext

*

The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms
Rimm-Kaufman, Sara E., 2005
Elementary School Journal, 105(4), 377-394

An observational study that used participants from the National Institute for Child Health and Human Development Study of Early Child Care to examine the relation between kindergarten classroom processes and children's behavior

Reports & Papers


get fulltext

*

Differences in social adjustment and classroom behavior between children retained in kindergarten and groups of age and grade matched peers
Pianta, Robert C., 1997
Early Education and Development, 8(2), 137-152

A study on the effects of kindergarten retention on child social and academic development

Reports & Papers


get fulltext

*

Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
Rimm-Kaufman, Sara E., November-December 2002
Journal of Applied Developmental Psychology, 23(4), 451-470

An examination of the relations among kindergarten children's social boldness and wariness and their behaviors in the classroom as well as the relationship between kindergarten teachers' sensitivity and children's behavior

Reports & Papers


get fulltext

Interventions that promote social-emotional learning in young children
Domitrovich, Celene E., 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 393-415). New York: Guilford Press

An overview of literature regarding select evidence-based interventions that promote school readiness in young children by focusing on the enhancement of children's socioemotional skills either directly with explicit classroom curricula, or indirectly through interventions with teachers

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


get fulltext

*

Maternal sensitivity and child wariness in the transition to kindergarten
Early, Diane Marie, October-December 2002
Parenting: Science and Practice, 2(4), 355-377

An examination of the association between maternal sensitivity and young children's wariness during their transition to kindergarten, based on data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers


get fulltext

*

Measuring problem behaviors in young children
Konold, Timothy R., February, 2003
Behavioral Disorders, 28(2), 111-123

An examination of the ability of items located on the Child Behavior Checklist/1-5 to provide reasonable indicators of the seven first-order behavioral dimensions measured by this instrument, based on data from a national sample of 1,097 typically developing 2-year-olds

Reports & Papers


*

Mother-child relationships, teacher-child relationships, and school outcomes in preschool in kindergarten
Pianta, Robert C., 1997
Early Childhood Research Quarterly, 12(3), 263-280

A study on the connection of relationships a child has with a mother or teacher to school performance and social development

Reports & Papers


get fulltext

Promoting young children's mental health through early childhood consultation: Ecological advances and research needs
Sheridan, Susan M., 2012
In R.C. Pianta (Ed.), Handbook of early childhood education (pp. 435-454). New York: Guilford Press

A discussion of early childhood consultation as a means to address challenges to positive socioemotional and mental health development, challenges and suggestions for advances in conceptualizing and delivering early childhood consultation from an ecological perspective, and a presentation of a model of early childhood consultation incorporating developmentally appropriate and empirically supported features for use in early childhood education settings

Other


*

Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
Hamre, Bridget, November, 2012
Early Education and Development, 23(6), 809-832

A comparison of the impacts of both the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and two levels of professional development support through the MyTeachingPartner web site, and both children's social competence and social problems during prekindergarten, and additional examinations of the relationship between both teachers' use and exposure to intervention resources and both children's social competence and social problems, based on data from 233 teachers' reports of the behavior of 980 children in their classrooms

Reports & Papers


get fulltext

The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal?
Raver, C. Cybele, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 121-147). Baltimore: Paul H. Brookes

An exploration of the possible causal role of emotion in children’s development and school academic readiness

Other


*

Self-reported depression in nonfamilial caregivers: Prevalence and associations with caregiver behavior in child-care settings
Hamre, Bridget, 2004
Early Childhood Research Quarterly, 19(2), 297-318

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)

Reports & Papers


get fulltext

*

Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs

Reports & Papers


get fulltext

*

Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Mashburn, Andrew J., 2006
Journal of Psychoeducational Assessment, 24(4), 367-380

An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003

Reports & Papers


get fulltext

*

Teacher-child relationships and children's success in the first years of school
Pianta, Robert C., 2004
School Psychology Review, 33(3), 444-458

An examination of teacher-child relationships in preschool, kindergarten, and first grade, investigating the association between the relationships and children's socioemotional development and academic achievements in school

Reports & Papers


*

Teachers' narratives about their relationship with children: Associations with behavior in classrooms
Stuhlman, Megan, 2002
School Psychology Review, 31(2), 148-163

An examination of the extent to which relationship narratives predict teacher-child interactions and the association between children's behavior in classrooms with these interactions

Reports & Papers


*

Teachers' perceptions of conflict with young students: Looking beyond problem behaviors
Hamre, Bridget, February, 2008
Social Development, 17(1), 115-136

A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states

Reports & Papers


get fulltext

Select Citation
[1]  

Search Feedback


 



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.

Google Translate