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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:ILLINOIS [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];
19 results found.|
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Behavior problems among young children in low-income urban day care centers A description of the frequency and correlation of behavior problems, the degree to which parents and teachers agree about the children’s behavior problems in their respective contexts, and family characteristics that distinguish toddlers with behavior problems both at home and at day care from the rest of the sample, based on a sample of parents of 2- and 3-year-old children from low-income families |
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Child care and the development of behavior problems among economically disadvantaged children in middle childhood A study of the relationship between low-income children's development of behavior problems during middle childhood and child care quality, extent and type of care, as well as an examination of child characteristics, gender, and race-ethnicity, as moderators of the development of behavior problems, based on data from 349 7- through 11-year-old participants in the Three-City Study |
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Child care and low-income children's development: Direct and moderated effects A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study |
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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence 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 |
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The context of infant attachment in family child care A study of family child care provider-infant attachment security and interactive involvement |
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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms |
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Does early childhood intervention affect the social and emotional development of participants? An examination of the impact of a preschool intervention on young children's social and emotional development using data from the Chicago Longitudinal Study and an investigation into the endurance of the effects of program participation |
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The emergence of learning-related social skills in preschool children A study of the emergence of children’s learning-related social skills in preschool, investigating the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later |
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Emotional socialization in the postmodern era: Children in day care A description of the way children’s emotional needs are treated by certain caregivers and why it is detrimental to the quality of a child’s care experience |
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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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''I have a preschool buddy'': Exploring the role of high school students in facilitating the pre-academic skills and social development of preschool children A study of a mentor program for high school students in which students teach and work directly with preschool children in individual lessons, small group activities, and large group instruction |
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Impact of space and color in the physical environment on preschool children's cooperative behavior A study of the impacts of color, wall surface and vertical space on preschool children’s cooperative behavior, using Gibson’s Ecological Theory of Visual Perception, exploring and accounting for differences in age and gender |
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Out-of-school care and problem behavior trajectories among low-income adolescents: Individual, family, and neighborhood characteristics as added risks A study examining the effects of out-of-school care on at risk adolescents' behavioral outcomes, utilizing longitudinal data from Welfare, Children, and Families: A Three-City Study |
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Parent training of toddlers in day care in low-income urban communities An evaluation of the child behavioral outcomes of a parent training program for low-income parents of toddlers and child care center teachers |
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Preparing early childhood educators to address young children’s social-emotional development and challenging behavior: A survey of higher education programs in nine states A study of the perceived preparedness of graduates of 2- and 4-year college-level early education programs to manage children’s challenging behavior and promote children’s socioemotional development, and a study of faculty approaches to teaching these subjects, based on questionnaire responses from the faculties of 125 programs in 9 states |
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Self-regulation in young children: Is there a role for sociodramatic play? An observational study testing Vygotsky's theory that sociodramatic play encourages the development of self-regulation in young children |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms 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 |
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors 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 |
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Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago Findings from an evaluation of Foundations of Learning, a preschool teacher training intervention to support children's behavioral and emotional development, that examine program implementation, program impacts on classroom management and instruction and on children's behavior, and program costs and benefits, based on multiple sources of child, teacher, and classroom data collected at 71 randomly-assigned preschools in Newark, New Jersey, and Chicago, Illinois |
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