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Current Filters: State:FLORIDA [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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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Unpublished doctoral dissertation, University of Florida, Gainesville.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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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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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Unpublished doctoral dissertation, Nova Southeastern University, Ft.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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A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start
Maier, Michelle, Q1 2012
Early Childhood Research Quarterly, 27(1), 104-114

A study of the relationships among classroom process quality, children's psychosocial strengths, and changes in both language and literacy scores of preschoolers measured throughout the year, based on data from 275 children in 29 Florida Head Start classrooms

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An outcome evaluation of the Success for Kids program
Maestas, Nicole, 2010
(TR-575-1-SFK). Santa Monica, CA: Rand Corporation.

An outcome evaluation of Success for Kids (SFK), an after school program that focuses on resilience-building through accessing inner resources and building connections with others, based on comparisons of behavioral and self-perception outcomes of participants in newly implemented SFK programs with outcomes of participants in SFK programs with delayed implementation of SFK programming

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Parent-teacher agreement and reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children living in poverty
Crane, Jennifer, May, 2011
Early Education and Development, 22(3), 520-547

An examination of the internal consistency reliability and parent-teacher agreement on the Devereux Early Childhood Assessment, English and Spanish forms, a 37-item parent- and teacher-report instrument of children's initiative, self-control, attachment, protective factors, and behavioral concerns, for use with children 2- through 5-years-old, based on data from a sample of 7,756 impoverished, ethnically diverse preschoolers in Miami, Florida

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Peer interactions and school readiness in Head Start children: Physical aggression, relational aggression, and prosocial behavior
Faria, Ann-Marie, May 2009
Unpublished doctoral dissertation, University of Miami, Coral Gables, FL

A study of the relationships between school readiness and peer physical aggression, relational aggression, prosocial behavior, and gender from direct observations of 119 children from 18 classrooms in six Head Start centers in Florida

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Preparing early childhood educators to address young children’s social-emotional development and challenging behavior: A survey of higher education programs in nine states
Hemmeter, Mary Louise, September 2008
Journal of Early Intervention, 30(4), 321-340

A study of the perceived preparedness of graduates of 2- and 4-year college-level early education programs to manage children’s challenging behavior and promote children’s socioemotional development, and a study of faculty approaches to teaching these subjects, based on questionnaire responses from the faculties of 125 programs in 9 states

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Psychometric evaluation of the Children's Behavior Questionnaire-Very Short Form in preschool children using parent and teacher report
Allan, Nicholas P., Q2 2013
Early Childhood Research Quarterly, 28(2), 302-313

Temperament is a developmentally important construct, hierarchically comprised of several lower-order dimensions subsumed under effortful control, negative affectivity, and surgency. The Children's Behavior Questionnaire-Very Short Form (CBQ-VSF) was developed as a brief measure of the higher-order factors of temperament to aid researchers in understanding the relation between these factors and other developmentally important constructs. In this study, we examined the psychometric properties of the CBQ-VSF in preschool children (N = 277) using teachers and parents as informants. Several dimensions of temperament emerged independently of the three higher-order factors. Comparing the extracted factors to other measures of temperament revealed limited convergent and discriminant validity. Further, similar teacher and parent report factors did not correlate. Based on these findings, it is suggested that the CBQ-VSF be refined to better reflect core dimensions that comprise the higher-order factors. (author abstract)

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Responding to the mental health needs of infants, toddlers and families
United States. Head Start Bureau, 2003
(Early Head Start Program Strategies). Washington, DC: Early Head Start National Resource Center.

A report highlighting how 10 Early Head Start programs respond to the mental health needs of infants, toddlers, and their families

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Shared-reading versus oral storytelling: Associations with preschoolers' prosocial skills and problem behaviours
Curenton, Stephanie M., January 2011
Early Child Development and Care, 181(1), 123-146

A study of relationships between shared reading and oral storytelling practices, emotion state talk and evaluative judgments, and prosocial and problem behaviors, with an examination of child gender, family background, maternal literacy, and children's language skills as mediators, based on observations of 33 mother-child dyads from a Head Start program in Virginia and private child care centers in Florida

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Teacher and observer ratings of Head Start children's social skills
Milfort, Roline, 2002
Early Childhood Research Quarterly, 17(4), 581-595

A comparison between teacher and observer ratings of children's play behavior and a test of the construct validity of the Penn Interactive Peer Play Scale

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Using Medicaid to support young children's healthy mental development
Johnson, Kay, 2004

A discussion of the role that Medicaid plays in promoting healthy social-emotional development in young children, the barriers to using existing services, and how to overcome these barriers in a cost effective manner

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Young children's perceptions of time out
Readdick, Christine A., 2000
Journal of Research in Childhood Education, 15(1), 81-87

An exploration of children’s feelings about time out, based on interviews with 42 three- and four-year-old children in 11 child care centers who had recently been in time out

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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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