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

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Biting behaviors among preschoolers: A review of the literature and survey of practitioners
Reguero de Atiles, Julia T., 1997
Early Childhood Education Journal, 25(2), 101-105

A study of child care views and policies on biting behavior among preschool age children

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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Barbarin, Oscar, 2006
American Journal of Orthopsychiatry, 76(2), 265-276

An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence

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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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Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Brock, Laura L., July, 2014
Early Education and Development, 25(5), 661-680

Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher-child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in the teacher-child relationship in prekindergarten and kindergarten. The indirect effect on prekindergarten problem behaviors through conflict was stronger for boys. For closeness, all outcomes were significant with the exception of the indirect effect on problem behaviors in the kindergarten year. Practice or Policy: Consistency in prekindergarten teachers' emotional support has an indirect effect on children's behavior in prekindergarten and the following year in kindergarten through teacher-child relationships. Improving teachers' emotional support consistency may be 1 avenue for strengthening teacher-child relationships. (author abstract)

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Family-school connectedness and children's early social development
Serpell, Zewelanji Natashya, February, 2012
Social Development, 21(1), 21-46

An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers

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A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes
Foster, Martha A., 2005
Early Childhood Research Quarterly, 20(1), 13-36

An examination of the relationship between home environment and social risk factors and children's early literacy and social functioning

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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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Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs

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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Mashburn, Andrew J., 2006
Journal of Psychoeducational Assessment, 24(4), 367-380

An investigation of the effects of teacher and classroom characteristics on their ratings of preschool socioemotional competence using data from the National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003

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Teacher-child interaction and child-care auspices as predictors of social outcomes in infants, toddlers, and preschoolers
McCartney, Kathleen, 1997
Merrill-Palmer Quarterly, 43(3), 426-450

A study of the association between teacher-child interaction and children's social outcomes in infants and toddlers enrolled in 120 faith-based, for-profit and nonprofit center-based child care in three states (Massachusetts, Virginia, and Georgia)

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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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