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Current Filters: Pub Year:2009 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Accessing and affording child care and low-income mothers' employment over time: An ecological approach
Shjegstad, Brinn, 2009
Unpublished doctoral dissertation, Iowa State University, Ames

A study of the influence of child problem behaviors and maternal risk factors on low-income mothers’ ability to access and afford child care, an examination of family income as a mediator of the relationships between child problem behaviors, maternal risk factors and low-income mothers’ ability to access and afford child care, and an examination of the relationships between low-income mothers’ ability to access and afford child care and family income, child problem behaviors, maternal risk factors, and ability to obtain and maintain employment

Reports & Papers


Assessing bullying: A guide for out-of-school time program practitioners
Sidorowicz, Kathleen, October, 2009
(Publication No. 2009-42). Washington, DC: Child Trends.

An examination of bullying behavior and practices that out-of-school time programs can engage in to reduce bullying

Fact Sheets & Briefs


Assessing peer conflict and aggressive behaviors: A guide for out-of-school time program practitioners
Sidorowicz, Kathleen, October, 2009
(Publication No. 2009-43). Washington, DC: Child Trends.

An examination of peer conflict and aggressive behaviors and practices out-of-school time programs can engage in to reduce them

Fact Sheets & Briefs


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At a loss for words?: Introduction to the special issue on shyness and language in childhood
Coplan, Robert J., May/June 2009
Infant and Child Development, 18(3), 211-215

An introduction to a special issue of the journal Infant and Child Development, exploring the relationship between shyness and children?s language development and literacy skills

Other


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Being part of the peer group: A literature study focusing on the social dimension of inclusion in education
Koster, Marloes, March 2009
International Journal of Inclusive Education, 13(2), 117-140

An identification of definitions of social participation, social integration, and social inclusion in research from six volumes of three special needs journals published between 2000 and 2005 and the documents in two electronic databases

Literature Review


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Blending effective behavior management and literacy strategies for preschoolers exhibiting negative behavior
Smith, Jaime, October 2009
Early Childhood Education Journal, 37(2), 147-151

A rationale for embedding literacy instruction within behavior management strategies to assist preschool age students with negative behaviors

Other


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A case study of learning architecture and reciprocity
Smith, Anne B., 2009
International Journal of Early Childhood, 41(1), 33-49

A longitudinal ethnographic case study of a shy young child’s acquisition of reciprocal social skills over a period of years at three preschools and one school

Reports & Papers


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Center-based Early Head Start and children exposed to family conflict
Whiteside-Mansell, Leanne, November 2009
Early Education and Development, 20(6), 942-957

A randomized trial of 305 families that received Early Head Start program services and 305 families that did not to test the effects of high-quality center care on the aggression and emotion regulation among children exposed to family conflict in childhood

Reports & Papers


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Children's communication and socialization skills by types of early childhood experiences
Lee, Joohi, Summer 2009
Journal of Research in Childhood Education, 23(4), 475-488

An investigation of the relation between experiences in different early childhood settings and children's social development, based on a sample of 244 kindergarteners from a suburb of the Dallas and Fort Worth metropolitan areas in Texas

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Children's strategies for agency in preschool
Markstrom, Ann-Marie, March 2009
Children & Society, 23(2), 112-122

An examination of children’s agency in relation to institutional routines and social order of preschools, with an emphasis on childrens' use of resources and strategies for the negotiation and defense of personal autonomy in the interplay of individual and collective activities in two preschools located in two different areas of a Swedish town comprised of 25 and 42 children in the age range of one 1 to 6 years and staffed by 6 and 8 preschool teachers, respectively

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Classroom composition, childcare history and social development: Are childcare effects disappearing or spreading?
Belsky, Jay, February 2009
Social Development, 18(1), 230-238

A summary of evidence from a study of the association between the aggregate child care experiences of classrooms of children and the externalization of problem behaviors in the primary school years

Other


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Conflict resolution and children’s behaviour: Observing and understanding social and cooperative play in early years educational settings
Broadhead, Pat, July 2009
Early Years: An International Journal of Research and Development, 29(2), 105-118

An examination of conflict in play and its interpretation in light of stress in children's lives and its potential influence on playful learning from the joint observations of 9 children 3-4 years old in a nursery class and joint observations of 11 4-5 years old children in a reception class in one school in Northern England

Reports & Papers


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The construct of social competence: How preschool teachers define social competence in young children
Lillvist, Anne, 2009
International Journal of Early Childhood, 41(1), 51-68

A study of the relationship between teachers’ definitions of children’s social competence and the qualities of the preschool environment, the number of children with social problems, and the support provided to children, based on data collected at 481 community-based and private preschools across two Swedish counties

Reports & Papers


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Creating intersubjectivity during socio-dramatic play at an Australian kindergarten
Whitington, Victoria, February 2009
Early Child Development and Care, 179(2), 143-156

A study of the intersubjective acts in the socio-dramatic play of 28 children from two early education sites in a middle-income suburb of an Australian city

Reports & Papers


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Crossing the glass wall: Using preschool educators' knowledge to enhance parental understanding of children's self-regulation and emotion regulation
Boyer, Wanda, December 2009
Early Childhood Education Journal, 37(3), 175-182

An exploration of early childhood teachers' knowledge of children's socioemotional development and self-regulation, and a discussion of way to collaborate with parents to share such knowledge

Reports & Papers


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Can teacher training in classroom management make a difference for children's experience in preschool?: A preview of findings from the Foundations of Learning demonstration
Morris, Pamela A., September, 2009
New York: MDRC.

Preliminary findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on children's behavior and classroom management and instruction

Reports & Papers


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Dissipating or diffusing aggression after non-maternal childcare?: Commentary on a novel hypothesis
Linting, Marielle, February 2009
Social Development, 18(1), 239-246

A critique of the findings of a study indicating a positive association between aggregate child care experience of classrooms of grade school children and their externalization of problem behaviors

Other


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Do reinforcement and induction increase prosocial behavior?: Results of a teacher-based intervention in preschools
Ramaswamy, Vidya, Summer 2009
Journal of Research in Childhood Education, 23(4), 527-538

An investigation into the effect of a teacher-oriented behavior modification intervention on children’s prosocial behaviors, based on a sample of 8 Head Start teachers from 8 classrooms in a Midwestern city placed in groups that received either induction only, reinforcement only, induction and reinforcement, or no intervention at all

Reports & Papers


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Early care experiences: Their relation to social skills and behavior in kindergarten
Smith, Amanda Potoczak, August 2009
Unpublished doctoral dissertation, California State University, Long Beach

An investigation of the relationship between the number of years children receive parental care and their social skills in kindergarten, and an examination of the mediating variables of gender and socioeconomic status, based on data collected from 43 children at a kindergarten in Murrieta, California

Reports & Papers


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Early childhood teachers' use of specific praise statements with young children at risk for behavioral disorders
Fullerton, Elizabeth Kirby, May 2009
Behavioral Disorders, 34(3), 118-135

A study of changes in child behavior after the introduction of a teacher training program on the use of specific praise statements, based on a study of 4 dyads of teachers working with young boys who exhibit behavior challenges

Reports & Papers


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Early emotional development in infants and toddlers: Perspectives of Early Head Start staff and parents
Brophy-Herb, Holly, May/June 2009
Infant Mental Health Journal, 30(3)

A qualitative study of the knowledge and beliefs about infant and toddler emotional development held by parents with children enrolled in Early Head Start and by Early Head Start staff, based on focus groups with 20 parents and 21 staff members from 2 counties

Reports & Papers


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Early gender differences in self-regulation and academic achievement
Matthews, J. S., August 2009
Journal of Educational Psychology, 101(3), 689-704

An exploration of gender differences in children’s abilities to self-regulate their behavior and their discrepancies in academic achievement, and an inquiry into the correlation between direct measures versus teacher ratings of students' behavior, based on a sample of 268 kindergarteners from 87 classrooms in 12 schools in a public school district in southeast Michigan

Reports & Papers


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Early school transitions and the social behavior of children with disabilities: Selected findings from the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS)
Carlson, Elaine, 2009
(NCSER 2009-3016). Washington, DC: National Center for Special Education Research.

Findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years

Reports & Papers


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Early school transitions and the social behavior of children with disabilities: Selected findings from the the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary]
Carlson, Elaine, 2009
(NCSER 2009-3016). Washington, DC: National Center for Special Education Research.

A summary of findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years

Executive Summary


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The effect of self monitoring instruction package: Using picture books to increase preschooler's prosocial behavior
Adinugroho, Adi D., May 2009
Unpublished doctoral dissertation, Purdue University, West Lafayette, IN

A qualitative study of the relationship between engagement with an instructional package that incorporates self-monitoring, self-assessment, and self-recording with direct feedback from the teacher and prosocial or aggressive behaviors of 7 children in preschool

Reports & Papers


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