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Current Filters: Pub Year:2011 [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Addressing challenging behaviors in Head Start: A closer look at program policies and procedures
Quesenberry, Amanda C., February, 2011
Topics in Early Childhood Special Education, 30(4), 209-220

An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest

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Age at preschool entrance and noncognitive skills before school: An instrumental variable approach
Schlotter, Martin, November, 2011
(Ifo Working Paper No. 112). Munich, Germany: Ifo-Institut fur Wirtschaftsforschung (Ifo Institute for Economic Research Munich).

A study of the relationship of children's age at preschool entry to behavioral and socioemotional skills in the year prior to starting school in Germany, based on maternal reports collected at age 5 and 6 of children's date of preschool entry and children's assertiveness and ability to form friendships

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The application of the preschool Child Behavior Checklist and the Caregiver-Teacher Report Form to mainland Chinese children: Syndrome structure, gender differences, country effects, and inter-informant agreement
Liu, Jianghong, February 2011
Journal of Abnormal Child Psychology, 39(2), 251-264

A test of the cross-cultural factorial validity of the Child Behavior Checklist and the Caregiver-Teacher Report Form, the applicability of the taxonomy of preschool psychopathology they embody to Mainland Chinese preschoolers, an examination of country effects, gender differences, and cross-informant agreement between teachers and parents, based on data from 876 Chinese preschoolers and the original United States sample upon which the instruments were normed

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The call to end preschool expulsion: Prevention and intervention strategies
Splett, Joni, 2011
Columbia: University of Missouri--Columbia, Center for Family Policy and Research.

A discussion of the relationship of preschool expulsion to adolescent delinquency and adult imprisonment, with policy recommendations to reduce problem behaviors in early childhood

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Caregivers' playfulness and infants' emotional stress during transitional time
Jung, Jeesun, 2011
Early Child Development and Care, 181(10), 1397-1407

An inquiry into the relationship between teachers' playful demeanor and infants' emotional stress while transitioning between activities, based on a case study of two infant caregivers in a university-based child care center

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Can attending preschool reduce the risk of tobacco smoking in adulthood?: The effects of Kindergarten Union participation in South Australia
D'Onise, Katina, December, 2011
Journal of Epidemiology and Community Health, 65(2), 1111-1117

An examination of the relationship between attendance at Kindergarten Union managed preschools in South Australia and tobacco smoking behavior in adulthood, based on a secondary analysis of data from 1040 participants in the North West Adelaide Health Study born between the years 1937 and 1969 and interviewed at age 17

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Child and parent characteristics, parental expectations, and child behaviours related to preschool children's interest in literacy
Baroody, Alison E., April 2011
Early Child Development and Care, 181(3), 245-359

An examination of the relationship between children’s literacy interest and parent and child characteristics, parental expectations of their children's school attainment and achievement, and the childen's positive and problem behaviors from parent questionnaires and teacher ratings of behavior of 61 children ages 34 to 69 months from 5 child care centers in a mid-sized midwestern city

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Child-child interactions and positive social focus among preschool children
Naerland, Terje, April 2011
Early Child Development and Care, 181(3), 361-370

A investigation of the extent to which the social focus preschool children receive from other children is related to observed aspects of child behavior and child age, based on video-recorded observations of 64 children between 11 and 61 months of age during free play at a University based nursery in Oslo, Norway

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Circle time: An exploratory study of activities and challenging behavior in Head Start classrooms
Zaghlawan, Hasan Y., March 2011
Early Childhood Education Journal, 38(6), 439-448

A description of circle time activities and an examination of observed challenging behaviors, based on 24 observations and surveys of teachers across eight Head Start classrooms in the Midwest

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Community resilience, quality childcare, and preschoolers' mental health: A three-city comparison
Maggi, Stefania, October, 2011
Social Science & Medicine, 73(7), 1080-1087

A study of the association between child care center quality and rates of mental health problems in the populations of children at 24 child care centers in Kamloops, Vernon, and Merritt, British Columbia, Canada

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A cross-national comparison of aggressors, victims and defenders in preschools in England, Spain and Italy
Monks, Claire P., May, 2011
Spanish Journal of Psychology, 14(1), 133-144

There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; England, Spain and Italy. The results provide further confirmation that some children behave aggressively towards their peers during preschool in each of the countries studied. There are similarities between preschool children involved in peer-victimisation in the three countries in terms of the roles taken, sex differences and the types of aggressive behaviours used and experienced by the children. There were differences in the profiles of children identified as taking the roles by teachers and peers. Overall, it was found that those children identified by peers or teachers as being aggressive were more likely to be male, rated as physically strong and more likely to be rejected by classmates. Also, in general, the targets of peer-victimisation differed depending on the reporter. Peer-nominated victims were not identifiable in terms of gender, popularity or physical strength. Teacher-nominated victims were more likely to be socially rejected and physically weak. There are several subtle differences between the countries which deserve further investigation. The findings are discussed in relation to furthering our understanding of the development of peer-victimisation in preschools and the need for interventions which address this phenomenon. (author abstract)

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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism
Raver, C. Cybele, January/February 2011
Child Development, 82(1), 362-378

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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Developmental pathways to integrated social skills: The roles of parenting and early intervention
Ayoub, Catherine, March/April 2011
Child Development, 82(2), 583-600

A study of the effect of Early Head Start participation on children's self-regulation, and a study of the roles of family risks, parenting-related stresses, and parent-child interactions in the acquisition of self-regulatory skills, based on data from the National Early Head Start Evaluation Study, 3,001 families with young children measured at 14, 24, and 36 months

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Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk
Watamura, Sarah, January/February 2011
Child Development, 82(1), 48-65

A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children

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The effectiveness of behavioral training for preschool children
Koglin, Ute, March 2011
European Early Childhood Education Research Journal, 19(1), 97-111

An examination of the short-term effects of a behavioral intervention program for preschool children, based on parent and teacher assessments for 48 children who participated in the behavior training and 42 children in a control group from 8 randomly selected preschool classrooms in Luxembourg City, Luxembourg

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Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data
Muhlenweg, Andrea M., 2011
(Discussion Paper No. 11-017). Mannheim, Germany: Zentrum fur Europaische Wirtschaftsforschung (Centre for European Economic Research).

A study of the relationship of age at school entry to child temperament at ages 8 and 11, based on longitudinal data from 360 children in the Rhine-Neckar region of Germany

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The effects of group daycare in the context of paid maternal leave and high-quality provision
Bekkhus, Mona, November, 2011
European Journal of Developmental Psychology, 8(6), 681-696

Social benefits and quality of group daycare vary greatly across countries; the effects on children may depend on the social context. This study used the prospective Norwegian cohort of 24,259 (MoBa; Norwegian Mother and Child Cohort Study) to examine predictors of group daycare, and the effects of family risk and group daycare on child behaviour at 36 months. The results showed that virtually all 9-month-olds remained in maternal care; while at 18 months over two-thirds attended some form of group daycare. High maternal education and family income very strongly predicted children's attendance in group daycare--a social selection opposite to that found in North America. Group daycare had a statistically significant effect on both distress and aggression, but the effect was very weak. Family risk was associated with both distress and aggression, but this did not differ according to type of care. The findings show a marked difference from those in North America, suggesting that social selection worked in the opposite direction. This was probably due to Norway's generous paid maternal leave and high-quality daycare. (author abstract)

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Effects of isolate and social toys on the social interactions of preschoolers in an inclusive Head Start classroom
Elmore, Shannon Renee, 2011
NHSA Dialog, 14(1), 1-15

A comparison of the social interactions of developmentally challenged children in environments featuring different types of social or isolate toys, puzzles, or activities, based on observations in a Head Start classroom inclusive of 4 developmentally disabled young children in rural Georgia

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Empirically valid strategies to improve social and emotional competence of preschool children
McCabe, Paul C., May, 2011
Psychology in the Schools, 48(5), 513-540

Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social-emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. In this paper, research on the importance of social and emotional competence in young children is reviewed as it relates to immediate and long-term outcomes. Assessments of social and emotional development and behavioral adjustment are briefly reviewed, followed by a review of intervention programs with demonstrated empirical efficacy. Although preliminary evidence supports the utility of these intervention programs, additional research on short- and long-term efficacy is recommended, and more programs designed specifically for early childhood are needed. (author abstract)

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Evaluations backgrounder: A summary of formal evaluations of afterschool programs' impact on academics, behavior, safety and family life
Afterschool Alliance, March 2011
Washington, DC: Afterschool Alliance.

An overview of research on the relationship of after school program participation to children's academic and behavioral outcomes

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Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators
Allan, Nicholas P., July, 2011
Developmental Psychology, 47(4), 905-915

A study of effortful control (EC) in preschool children and an exploration of the relationship between EC dimensions and both emergent literacy and socioemotional competence, based on data from 234 preschool children in 16 preschools in Northern Florida

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An experimental study of eduplay and social competence among preschool students in Hong Kong
Leung, Chi-hung, May 2011
Early Child Development and Care, 181(4), 535-548

A comparison of the effects of an eduplay intervention on the social competence of 30 preschool students ages 3- through 5-years-old and 30 preschool students randomly assigned to a control group

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The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility
Snyder, James, November/December 2011
Journal of Applied Developmental Psychology, 32(6), 336-345

A study of the effect of an adaptation of the Incredible Years teacher training on classroom management and child behavior, as mediated by changes in teacher and peer behavior, based on data from 138 3- through 5-year-old children in 14 Head Start classrooms and their teachers

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The import of the cortisol rise in child care differs as a function of behavioral inhibition
Gunnar, Megan R., May 2011
Developmental Psychology, 47(3), 792-803

An investigation of the association between rising cortisol levels of children in child care and their development of anxious, internalized, and inhibited behaviors, after controlling for home environment and child care quality, based on assessments of 107 children aged 3 through 4.5

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Inclusive discourses in early childhood education?
Warming, Hanne, March, 2011
International Journal of Inclusive Education, 15(2), 233-247

This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate. (author abstract)

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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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