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Current Filters: Pub Year:1997 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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The affective bond between preschool aged children and mentors
Moffatt, Michael J., 1997
Unpublished doctoral dissertation, New School University, New York

A study on the effects of mentoring relationships on preschool age children’s behavior within the context of Head Start programs

Reports & Papers


Assessing social competence in early childhood
Atkins-Burnett, Sally, 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 149-178). New York: Teachers College Press

A discussion of the definition of social competence and its importance for young children, and a summary of the various instruments use to measure social competence throughout early childhood years

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Biting behaviors among preschoolers: A review of the literature and survey of practitioners
Reguero de Atiles, Julia T., 1997
Early Childhood Education Journal, 25(2), 101-105

A study of child care views and policies on biting behavior among preschool age children

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Body-mind exercise: An innovative stress reduction approach to support emotional development of pre-school children, and its impact on behavior
Azarmi, Reza, 1997
NHSA Research Quarterly, 1(2), 3-14

An evaluation of the impact of yoga-based, stress reduction activities on the behaviors of preschool children in two Head Start homeless children's centers

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Child care predictors of infant-mother attachment security at age 12 months
Harrison, Linda, 1997
Early Child Development and Care, 137(1), 31-46

This paper will present initial research outcomes from the child care component of the Sydney Family Development Project, a longitudinal study of emotional development in infancy and early childhood. The study discussed in this paper included 145 first-born children and their mothers. Interviews with mothers at infant-age 4 and 12 months provided details of children's experience of non-maternal child care. Security of infant-mother attachment was assessed in the Strange Situation procedure at 12 months. Results indicated that amount and type of child care were significant predictors of attachment security. The use of more than 10 hours per week of non-maternal care was associated with higher proportions of secure attachment. Children attending formal, government-regulated child care services also had a greater likelihood of being securely attached than those using informal, non-regulated child care. Discussion will focus on the implications of these results for policy and practice in the provision of infant care. (author abstract)

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Children and relationship development: Communication strategies in a day care center
Meyer, John, 1997
Communication Reports, 10(1), 75-85

A qualitative study of child communication strategies used to affect relationships and child interactions within a child care setting

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Children's classroom peer relationships and early school attitudes: Concurrent and longitudinal associations
Ladd, Gary W., January 1997
Early Education and Development, 8(1), 51-66

An investigation of the link between children's school attitudes near the beginning of kindergarten and their experiences and perceptions of classroom peer relationships, based on a sample of 102 children in two midwestern communities

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Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment
Ladd, Gary W., 1997
Child Development, 67(6), 1181-1197

A study of the linkages between kindergartener participation in different types of peer relationships and their social development and adjustment to school

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Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms
Sontag, Joanne C., 1997
Exceptional Children, 63(3), 389-404

An examination of the effect of classroom environments on the social competency of preschool children with special needs, comparing the effects of integrated classrooms with the effects of segregated classrooms

Reports & Papers


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Determinants of behavior in homeless and low-income housed preschool children
Bassuk, Ellen L., 1997
Pediatrics, 100(1), 92-100

A study of the effects of family and environmental factors on the behavior of preschool age homeless and low income children

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The development of social networks in preschool children
Johnson, Jeffrey C., 1997
Early Education and Development, 8(4), 389-405

A study of the relationship between the peer social interaction of three and four year old children and later interaction with peers and formation of social groups

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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

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The effect of school-age child care on stress and resiliency
Waksman, Janet Seigel, 1997
Unpublished doctoral dissertation, Massachusetts School of Professional Psychology, Boston

A study of the relationship between school-age children’s after school child care and stress in children through analyzing life events stress, type of after-school child care, time in child care, and outcome measures of externalizing behavior, anxiety, and depression; questionnaires were completed by 206 first through fourth graders and their parents

Reports & Papers


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The effects of infant child care on infant-mother attachment security: Results of the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 1997
Child Development, 68(5), 860-879

A study of the relationship between nonmaternal infant child care arrangements and infant and mother attachment security and relationships

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The High/Scope Preschool Curriculum Comparison Study through age 23
Schweinhart, Lawrence J., 1997
Early Childhood Research Quarterly, 12(2), 117-143

A comparison of three preschool curriculum models, including High/Scope, direct instruction, and traditional preschool, to assess their relative effectiveness for low income children who are at risk of school failure

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Infant care from infants' viewpoint: The views of some professionals
Leach, Penelope, 1997
Early Development & Parenting, 6(2), 47-58

A study of mental health professionals' beliefs about the best care arrangements for toddlers

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Introduction to the special issue: Developing a relationship perspective in early childhood research
Elicker, James, January 1997
Early Education and Development, 8(1), 5-10

A description of the research presented in the special issue Relationships in Early Childhood Programs, focusing on the development of adult-child, child-child, and adult-adult relationships

Other


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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

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Predicting literacy and social skills of time spent in child care centers among low-SES kindergartners: The role
Christian, Kate, 1997
NHSA Research Quarterly, 1(3), 163-170

An investigation of 138 low-income children entering kindergarten and the role of the amount of time spent in center-based child care as a predictor of literacy and social skills

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Preventing behavior problems with academic programs
Goldstein, Naomi, 1997
NHSA Research Quarterly, 1(3), 171-177

An investigation of the effects of an early academic and behavioral intervention for 96 low-income, at-risk preschool children, aimed at helping parents and teachers prevent future behavior problems

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Q-sort assessment of child-teacher attachment relationships and social competence in the preschool
Mitchell-Copeland, Jennifer, January 1997
Early Education and Development, 8(1), 27-39

An investigation of the links between child social competence and child-teacher attachment relationships, and the compensatory function of such relationships in cases of insecure child-mother attachment relationships, based on a sample of sixty-two children, mothers, and teachers from ten suburban preschools and child care centers

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Social competence: An untapped dimension in evaluating Head Start's success
Raver, C. Cybele, 1997
Early Childhood Research Quarterly, 12(4), 363-385

A review of existing studies on children's social skills provides both a general definition of social competence and recommendations to help researchers select methods to evaluate children's social skills

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Social interactions among preschool children in inclusive child care settings
Nabors, Laura, 1997
Applied Developmental Science, 1(4), 162-167

A study of cooperative play in inclusive child care centers between preschool children with disabilities and typically developing children

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Social support of parents: Influences on attachment and parent involvement with infants in full-time child care
Fortner-Wood, Cheryl Ann, 1997
Unpublished doctoral dissertation, Purdue University, West Lafayette, IN

A study on the relationship of parental stress, infant attachment, social support and parent involvement in child care

Reports & Papers


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Teacher-child interaction and child-care auspices as predictors of social outcomes in infants, toddlers, and preschoolers
McCartney, Kathleen, 1997
Merrill-Palmer Quarterly, 43(3), 426-450

A study of the association between teacher-child interaction and children's social outcomes in infants and toddlers enrolled in 120 faith-based, for-profit and nonprofit center-based child care in three states (Massachusetts, Virginia, and Georgia)

Reports & Papers


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