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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2012 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];
47 results found.|
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Adolescent emotional and behavioural outcomes of nonparental preschool childcare An examination of the relationship between nonparental early child care and adolescent mental health outcomes, based on a secondary analysis of data from 197 participants in the Croydon Assessment of Learning Study in the United Kingdom |
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Attention and attachment related behavior toward professional caregivers in child care centers: A new measure for toddlers A psychometric study of the reliability and validity of the Toddler Attention Questionnaire (TAQ) that includes an examination of the association of toddler attention and attachment security to professional caregivers, based on data from 72 20- through 36-months-old Italian children in Italy |
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The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study A study of staff opinions about typical behaviors of young children in child care settings whose parents experience divorce or separation, based on a survey of 33 early educators in Norway |
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Classroom effects of a hybrid universal and indicated prevention program for preschool children: A comparative analysis based on social and emotional competence screening A study of a prevention program designed to address young children's social and emotional competencies, both externalizing and internalizing problems, emotion recognition, and social problem solving, that includes an examination of intervention's comparative effects for both low- and moderate-risk children and for high-risk children and screened for both social competence and emotional competence development, based on data from 28 teachers and 204 children from urban preschools in Romania and 156 of their parents |
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Coding group behaviours for preschool children in the playground and the effects of teachers' proximity on preschool children's playground behaviours A comparison of preschoolers' exhibitions of developmental levels of social play in an outdoor playground setting before and after teacher participation in a training course for the zone defense method of cooperative playground monitoring, based on coded observations of children at a university-affiliated preschool |
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Community Place 2011-12 after school program: Data summary A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students |
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Convergence between attachment classifications and the natural reunion behavior among children and parents in a child care setting A study of the relationship between young children's secure and insecure attachment classifications and children's and parents' behaviors during naturalistic reunions after a day in child care, based on data from 58 parent-child dyads from a full-day National Association for the Education of Young Children (NAEYC) accredited university child care center |
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Differences in parent and teacher ratings of preschool problem behavior in a national sample: The significance of gender and SES An examination of the predominance of problem behavior for children at risk of displaying behavior problems in early care and education settings, differences of the probability for exhibiting behavior problems by gender and parent education, and differences in teacher- and parent-ratings in a national sample, based 320 children ages 2- to 5-years in early care and education centers, their parents and their teachers |
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Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample An investigation of the relationships among home learning environment and affective dimensions of parenting practices and both the social and demographic backgrounds of families of preschoolers, and an examination of the relationship of these practices to children's literacy and learning related social skills, based on data from 229 families of preschoolers in a middle-income community enrolled a larger Pathways to Literacy study |
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Differential susceptibility to long-term effects of quality of child care on externalizing behavior in adolescence? An examination of the moderating influence of temperament in infancy on the relationship between child care quality and problem behavior in 15-year-old adolescents, based on data from 842 participants in the Study of Early Child Care and Youth Development (SECCYD) |
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Does Santa exist?: Children's everyday narratives as dynamic meeting places in a day care centre context An ethnographic examination of the nature of children's everyday narratives in a child care center context, illustrated with data from five children in a child care center while drawing and talking about the forthcoming Christmas, which was part of a larger study of 56 children in two centers in northern Finland |
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Early childhood teachers as socializers of young children's emotional competence A discussion of possible teacher roles in the development of young children's emotional competence, suggestions for future research that focuses on early childhood teacher socialization of emotion, and a discussion of theoretical and practical benefits of such research |
Other
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Evaluation of the effectiveness of the Childhood Development Initiative's Mate-Tricks pro-social behaviour after-school programme An impact and process evaluation of Mate-Tricks, an after school socioemotional development program for 9- and 10-year-old children in Ireland, that examines program effects on children's pro- and anti-social behavior outcomes, as well as stakeholder perceptions of the program, based on child, parent, and teacher reports for 589 randomly-assigned children, as well as on site observations and stakeholder interviews and focus groups |
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Evaluation of the effectiveness of the Childhood Development Initiative's Mate-Tricks pro-social behaviour after-school programme [Executive summary] A summary of an impact and process evaluation of Mate-Tricks, an after school socioemotional development program for 9- and 10-year-old children in Ireland, that examines program effects on children's pro- and anti-social behavior outcomes, as well as stakeholder perceptions of the program, based on child, parent, and teacher reports for 589 randomly-assigned children, as well as on site observations and stakeholder interviews and focus groups |
Executive Summary
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Evaluations backgrounder: A summary of formal evaluations of afterschool programs' impact on academics, behavior, safety and family life An overview of research on the relationship of after school program participation to children's academic and behavioral outcomes |
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Evaluations backgrounder: A summary of formal evaluations of afterschool programs' impact on academics, behavior, safety and family life An overview of research on the relationship of after school program participation to children's academic and behavioral outcomes |
Other
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Factors associated with South Korean early childhood educators' observed behavior support strategies A study of the relationship between child and/or teacher characteristics and teachers' behavior support strategies, the relationship between those characteristics and strategies and observed behavioral problems in children, and the relationship between teacher reports of behavioral problems and observer reports of those problems, based on data from 34 South Korean early childhood educators |
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Family day care educators: An exploration of their understanding and experiences promoting children's social and emotional wellbeing An exploration of family day care (FDC) educators' knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children's wellbeing, and barriers to and opportunities for its promotion, based on interviews with 13 FDC educators in southwest Melbourne, Australia |
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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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Final report: Play in early learning programs: Beliefs, practices and professional development An action research study to improve practices related to play-based programming among directors and staff at 4 early years centers in Prince Edward Island, Canada, based on researcher visit logs, participant reflection sheets, workshops, and center learning stories |
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How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts A study of infants' peer relationships, teacher expectations of those infants, and changes in infant peer relationships over the course of 9 months, from their last semester in their infant classroom through their transition to a toddler classroom at a university-based child care center, based on observations of 3 infants and participant observations and interviews with their teachers |
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Influence of behavioral concerns and early childhood expulsions on the development of early childhood mental health consultation in Colorado An examination of child care providers responses to challenging social, emotional, and behavioral interaction behavior of children in their care, including removal or expulsion, based on data from 1,075 providers responding to a statewide survey of licensed child care providers in Colorado |
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Interventions that promote social-emotional learning in young children 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
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Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes An investigation of the relationship between both participation in public prekindergarten and caregiver involvement in transition practices and socio-behavioral outcomes for typically developing children entering kindergarten, based on data from 86 kindergartners, their primary caregivers, and their kindergarten teachers, from the fall of the students' kindergarten year |
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Long term impacts of compensatory preschool on health and behavior: Evidence from Head Start A study of the impact of Head Start participation on the behavioral and health outcomes of adolescent and young adult males, based on data from the National Longitudinal Survey of Youth 1979, Children and Young Adults |
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