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Current Filters: Pub Year:2004 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Attention in the preschool classroom: The relationships among child gender, child misbehavior, and types of teacher attention
Dobbs, Jennifer, 2004
Early Child Development and Care, 174(3), 281-295

A journal article on the relationship of types of teacher attention to students to child gender and misbehavior

Reports & Papers


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Behavioral Consultation project: Final evaluation report
First 5 Sonoma County (Organization), June, 2004
Santa Rosa, CA: First 5 Sonoma County. (No longer accessible as of April 15, 2013).

An assessment of the Child Care Behavioral Consultation project, designed to address professional needs of providers caring for children with challenging behaviors and improve the quality of care through on-site short-term consultation, cross-disciplinary training and ongoing group case review with early childhood specialists and mental health clinicians

Reports & Papers


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Behavior problems in young children: An analysis of cross-informants agreements and disagreements
Gross, Deborah, 2004
Research in Nursing & Health, 27(6), 413-425

An examination of the convergence between parent and teacher reports of children's behavior problems, and characteristics associated with agreements and disagreements, based on an ethnically diverse sample of 2-4 year olds enrolled in child care

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Challenging behaviors in early childhood settings: Creating a place for all children
Bell, Susan Hart, 2004
Baltimore: Paul H. Brookes Publishing Co.

A guide to managing challenging behaviors in early childhood settings through assessing the classroom environment and linking behavior modification to developmentally appropriate curricula and teaching practices

Other


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Child care and low-income children's development: Direct and moderated effects
Votruba-Drzal, Elizabeth, 2004
Child Development, 75(1), 296-312

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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Child Care Effects in Context: Quality, Stability, and Multiplicity in Nonmaternal Child Care Arrangements from 3 to 6 Years of Age
Tran, Henry, 2004
Temple University

An assessment of the frequency with which low-income preschoolers (ages 3-6) experience unstable and multiple concurrent child care arrangements, and an examination of the effects of quality, stability, and multiplicity on children's social-emotional adjustment and school readiness. The study uses data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, and aims to help policymakers understand how child care experiences affect the social-emotional adjustment and school readiness of children living in poverty.

Administration for Children and Families/OPRE Projects


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Childhood social environment and Hodgkin's lymphoma: New findings from a population-based case-control study
Chang, Ellen T., 2004
Cancer Epidemiology Biomarkers and Prevention, 13(8), 1361-1370

A study examining the potential relationship between childhood social environments and incidence of Hodgkin's lymphoma

Reports & Papers


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Children with severe behavior problems: A survey of Texas child care centers' responses
Buck, Kathryn A., 2004
Early Childhood Education Journal, 31(4), 241-246

A journal article on the prevalence of and actions taken in response to behavioral problems of children in center-based care in Texas

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Classroom organization and student behavior in kindergarten
Finn, Jeremy D., 2004
Journal of Educational Research, 98(2), 79-92

An investigation of the factors influencing classroom participation and engagement amongst kindergarteners, based on data from the Early Childhood Longitudinal Study (ECLS)

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Does well-being contribute to performance?: Emotional security, teacher support, and learning behaviour in kindergarten
Kooman, Helma M. Y., 2004
Infant and Child Development, 13(3), 253-275

A study of how emotional security of kindergarten children impacts their level of task involvement and achievement

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Early childcare and physical aggression: Differentiating social selection and social causation
Borge, Anne I. H., 2004
Journal of Child Psychology and Psychiatry, 45(2), 367-76

A comparison of the frequency of physical aggression shown by two- and three-year-olds in group child care or maternal care, using a family risk index to control for social selection

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An ecocultural perspective on early literacy: Avoiding the perils of school for nonmainstream culture
Vernon-Feagans, Lynne, 2004
In The handbook of family literacy (pp. 427-448). Mahwah, NJ: Lawrence Erlbaum Associates

A chapter advocating the adoption of an ecocultural model, a paradigm proposing multiple, interacting factors within the community and learning environment that influence children's literacy development

Other


The effects of targeted positive behavior support strategies on preschoolers externalizing behavior
Smith, Sandra Covington, 2004
Unpublished doctoral dissertation, University of Missouri--Columbia

An investigation of the impact of a behavior intervention implemented by Head Start teachers on preschool children's behavioral problems

Reports & Papers


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Emotion-related behavioral regulation in African American preschoolers: Social-emotional correlates of teacher perceptions
Smith, Maureen C., 2004
NHSA Dialog, 7(1), 117-143

A study of child characteristics associated with teachers’ perceptions of emotion-related regulation, that is facial expressions, verbal communication of emotions, and physical gestures associated with feelings, in a sample of 36 low to middle income African American preschoolers

Reports & Papers


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Emotions and behaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment
Miller, Alison, 2004
Early Education and Development, 15(2), 147-165

An observational study that examined Head Start children's emotional and behavioral disregulation and whether observed classroom behaviors were related to children's behavior and peer interactions

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An evaluation of the effectiveness of intervention in families with children with behavioural problems within the context of a Sure Start programme
Brown, Eleanor A., 2004
Child Care in Practice, 10(1), 63-77

An examination of the success of a Behavior Support Service intervention program combining Parent Management training with solution focused brief therapy, based on a sample of 10 families containing children under 4 years old with behavioral difficulties

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Examination of Head Start children's social competence and social cognitions after participating in a universal violence prevention program
Wojtalewicz, Maria P., 2004
Unpublished doctoral dissertation, University of Florida, Gainesville.

An examination of the impact of the Second Step Violence Prevention Curriculum, 2nd edition on preschool Head Start children's social competence and social cognition

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Executive functioning at 54 months: Is it predicted by varying levels of quality child care at 6, 24, and 36 months
Foster, Rachel E., 2004
Unpublished doctoral dissertation, University of New Orleans, New Orleans, LA

An investigation into the influence of child care quality and caregiver characteristics on children’s attention span and impulse control, based on a subsample of 174 children from the National Institute of Child Health and Human Development (NICHD) Study on Early Child Care

Reports & Papers


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An experimental evaluation of Positive Behavior Support in a community preschool program
Duda, Michelle A., Fall 2004
Topics in Early Childhood Special Education, 23(3), 143-155

A case study documenting the use of Positive Behavior Support (PBS) interventions to address problem behaviors in two special needs children at a community-based preschool

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An exploration of the differences in prekindergarten, kindergarten, and first grade teachers' beliefs related to discipline when dealing with male and female students
Tantekin-Erden, Feyza, 2004
Early Child Development and Care, 174(1), 3-11

A study of early childhood teachers’ beliefs about the use of different discipline philosophies for the misbehavior of male and female students, as measured by the Beliefs About Discipline Inventory (BADI)

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Exposure to child care, parenting style and attachment security
Caldera, Yvonne M., 2004
Infant and Child Development, 13(1), 21-33

An analysis of whether security of attachment varied due to quality of parenting and quantity of exposure to child care

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Fostering the development of adaptive coping skills in preschool age children: A curriculum manual
Schipull, Jens A., 2004
Unpublished doctoral dissertation, Alliant International University, San Francisco

A description of the development, implementation and evaluation of the effectiveness of the Children's Coping Curriculum, an early childhood intervention designed to foster three coping styles, including Instrumental Intervention, Cognitive Restructuring, and Instrumental Coping

Reports & Papers


The foundations for school readiness: Fostering developmental competence in the earliest years
Early Head Start National Resource Center (Washington, D.C.), 2004
(Technical Assistance Paper No. 6). Washington, DC: Early Head Start National Resource Center.

A study of the social and emotional development of children as it relates to school readiness in the first five years of life

Other


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Goodness-of-fit in center day care: Relations of temperament, stability, and quality of care with the child's adjustment
De Schipper, J. Clasien, 2004
Early Childhood Research Quarterly, 19(2), 257-272

A Netherlands study examining the relationship between a child's temperament and his or her ability to adjust to a new child care environment

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Halting the development of conduct problems in Head Start children: The effects of parent training
Reid, M. Jamila, 2004
Journal of Clinical Child and Adolescent Psychology, 33(2), 279-291

An examination of the impact of parents' participation in the Incredible Years Parent Training Program on children's behavioral outcomes

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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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