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Current Filters: Pub Year:2001 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Attrition from after school programs: Characteristics of students who drop out
Weisman, Stephanie A., 2001
Prevention Science, 2(3), 201-205

A study comparing the at-risk status of elementary and middle school children who remained in afterschool programs with those who withdrew based on student questionnaires

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Child care and children's peer interaction at 24 and 36 months: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2001
Child Development, 72(5), 1478-1500

A study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child-care and family predictors of preschool attachment and stability from infancy
NICHD Early Child Care Research Network, 2001
Developmental Psychology, 37(6), 847-862

An analysis of the relationship between family factors and infant and toddler child care experiences and preschool attachment, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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A comparison of three functional assessment strategies with Head Start children displaying challenging behavior
Perez, Sandra V., 2001
Unpublished doctoral dissertation, University of Oregon, Eugene

An examination of the reliability and validity of three assessment strategies (interview, direct observations, brief analog functional analysis) used with young Head Start children demonstrating challenging behaviors

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Considering and reconsidering culture, diversity, and early childhood education [Special section]
National Association for the Education of Young Children, November 2001
Young Children, 56(6), 19-39

Special issue on cultural diversity in early childhood education

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Contagion of aggression in day care classrooms as a function of peer and teacher responses
Goldstein, Naomi, 2001
Journal of Educational Psychology, 93(4), 708-719

An examination of the contagious nature of aggressive acts by young children in day care classrooms in a low income, urban day care center

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Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects
Mason, Michael J., 2001
Journal of Primary Prevention, 22(1), 45-54

An experimental evaluation of the effects of an after school arts program on the behavior of low-income urban children based on parent and child questionnaires

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Does maternal employment mandated by welfare reform affect children's behavior?
Kalil, Ariel, 2001
In G. Duncan & P.L. Chase-Lansdale (Eds.), For better and for worse: Welfare reform and the well-being of children and families (pp. 154-178). New York: Russell Sage Foundation

A longitudinal study investigating associations between children's behavior and characteristics of their mothers' employment (i.e., duration of employment, transitions from non-work to work, and extent of work participation)

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Dyadic analysis of friendship in a sample of preschool-age children attending Head Start: Correspondence between measures and implications for social competence
Vaughn, Brian E., 2001
Child Development, 72(3), 862-878

An examination of friendship among Head Start children, focusing on reciprocation and gender composition

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Effectiveness of a colonia educational intervention
Vincent, Vern, 2001
Hispanic Journal of Behavioral Science, 23(2), 229-238

An evaluation of the effects of an after school educational intervention on the self-esteem and health locus of control of seven- to 12-year-old Hispanic children living in a colonia, an unincorporated subdivision lacking the infrastructure to support its residents

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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence
Gifford, Shelly A., 2001
Unpublished doctoral dissertation, Fordham University, New York

An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation

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The effects of early maternal employment on later cognitive and behavioral outcomes
Han, Wen-Jui, 2001
Journal of Marriage and the Family, 63(2), 336-354

A longitudinal study controlling for factors such as child care use to determine if the effects on child cognitive development of maternal labor force reentry during the first three years of life persisted through ages seven or eight, using data from the nationally representative National Longitudinal Survey of Youth 1979

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Emanuel Miller Lecture: Developmental risks (still) associated with early child care
Belsky, Jay, 2001
Journal of Child Psychology and Psychiatry, 42(7), 845-859

A review of evidence on the effects of timing and quantity of child care on attachment and socioemotional development.

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Emotional competence and early school adjustment: A study of preschoolers at risk
Shields, Ann, 2001
Early Education and Development, 12(1), 73-96

A longitudinal study of emotional competence’s influence on at-risk Head Start preschoolers’ classroom adaptation and a critique of teachers’ socialization of preschoolers’ emotional competence

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Emotion knowledge as a predictor of social behavior and academic competence in children at risk
Izard, Carroll, 2001
Psychological Science, 12(1), 18-23

A longitudinal study examining the correlation between a child’s ability to recognize and label emotion expressions and positive and negative social behavior and academic competence in economically disadvantaged children

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Fractured or manufactured: Gendered identities and culture in the early years
Hughes, Patrick, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 114-130). New York: Teachers College Press.

A discussion of gender identity formation, using the debate regarding the potential gendering effects of the Barbie doll on young children's self concept as a case example

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Fussbusters: Using peers to mediate conflict resolution in a Head Start classroom
Gillespie, Catherine W., 2001
Childhood Education, 77(4), 192-195

A study of conflict resolution and social competence in a Head Start classroom, which advocated a ‘Fussbusters Program’ strategy where peers mediate and discuss a specific dispute

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How teacher training in conflict resolution and peace education influences attitudes, interactions and relationships in Head Start centers
Vestal, Marilyn A., 2001
Unpublished doctoral dissertation, Nova Southeastern University, Ft. Lauderdale-Davie, FL

An evaluation of the impact of a professional development program for Head Start teachers designed to expose them to conflict resolution, violence prevention, and peace education for children, and an examination of the impact of instructing preschool children on interpersonal problem solving

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Increasing engagement of preschoolers with disabilities through correspondence training and picture cues
Bevill, Alicia R., 2001
Journal of Early Intervention, 24(2), 129-145

A study on the use of picture cues on children with disabilities and its influence on their use of free play sessions in the classroom, based on a case study of 4 preschool children with significant developmental delays

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Is mom's mind on her baby?: Infant mental health in Early Head Start
Solchany, JoAnne E., 2001
Zero to Three, 22(1), 39-47

A examination of infant mental health from a relationship perspective, focusing on patterns of interaction between babies and their mothers and adult relationships in Early Head Start between staff members and parents, and between home visitors and their supervisors

Reports & Papers


A messy closet in the early childhood classroom
Theilheimer, Rachel, 2001
In S. Grieshaber & G. S. Cannella (Eds.), Embracing identities in early childhood education (pp. 103-113). New York: Teachers College Press

A discussion of strategies for representing sexuality and sexual identity within early childhood classrooms

Other


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Mothers' and fathers' interactions with preschoolers in the home in northern Thailand: Relationships to teachers' assessments of children's social skills
Tulananda, Oracha, 2001
Journal of Family Psychology, 15(4), 676-687

A Northern Thailand observational study of mothers' and fathers' interactions with their preschool aged children as related to teachers' assessments of children's social skills

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Overt and covert dimensions of antisocial behavior in early childhood
Willoughby, Michael T., 2001
Journal of Abnormal Child Psychology, 29(3), 177-187

An observational study evaluating the prevalence and structure of antisocial behaviors in preschoolers: it tests whether antisocial behaviors can be differentiated into overt and covert dimensions in early childhood

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Parent training in Head Start: A comparison of program response among African American, Asian American, Caucasian, and Hispanic mothers
Reid, M. Jamila, 2001
Prevention Science, 2(4), 209-227

An evaluation of the effectiveness of the Incredible Years Parenting Program on a racially and ethnically diverse sample of low-income mothers whose children were enrolled in Head Start, with an examination of minority differences in program outcomes

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Paternal participation in child care and its effects on children's self-esteem and attitudes toward gendered roles
Deutsch, Francine M., 2001
Journal of Family Issues, 22(8), 1000-1024

An examination of the effects of parents’ division of child care responsibilities on 10- and 11- year-old children’s self-esteem, relationships with parents, and gender ideologies, based on a sample of 24 boys and 16 girls

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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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