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

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The affective bond between preschool aged children and mentors
Moffatt, Michael J., 1997
Unpublished doctoral dissertation, New School University, New York

A study on the effects of mentoring relationships on preschool age children’s behavior within the context of Head Start programs

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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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Community Place 2011-12 after school program: Data summary
Lotyczewski, Bohdan S., July, 2012
(Technical Report and Works in Progress Series: No. T12-005). Rochester, NY: Children's Institute.

A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students

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Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects
Mason, Michael J., 2001
Journal of Primary Prevention, 22(1), 45-54

An experimental evaluation of the effects of an after school arts program on the behavior of low-income urban children based on parent and child questionnaires

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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence
Gifford, Shelly A., 2001
Unpublished doctoral dissertation, Fordham University, New York

An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation

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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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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age
Allen, LaRue, April, 2007
NHSA Dialog, 10(1), 36--57

In the winter and spring of 2002, 135 kindergartners in five Long Island school districts received a battery of tests focusing on 2 interrelated areas of school readiness: social-emotional skills such as the ability to follow teachers' directions and early literacy skills such as knowledge about books and about the alphabet. In addition, keeping in mind the recommendation of the National Education Goals Panel with regard to school readiness, parents were interviewed about their participation in and support of children's learning at home and at school. Children who had participated in PCHP at ages 2 and 3 were compared, at kindergarten age, with classmates who had not been in the program. Preliminary analyses revealed that PCHP graduates were different from their classmates on a number of variables, however. Specifically, children who participated in PCHP were more likely to have parents who were less educated, more likely to be Latino, and more likely to have parents who worked less hours per week for pay. While there were areas in which the two groups were similar-such as family size, likelihood of parents being married, and parents' age-the areas in which the groups were different each represent risk factors for school failure. Low parental education, immigrant status, and poverty are additive risk factors with regard to children's school readiness, such that children who have all three characteristics are at greater risk than children who have two or one. Further, while these are risks that we have defined, they are likely to be concomitant risks that we haven't defined, such as substandard housing and less health care. (author abstract)

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An examination of changes in classroom teacher behaviors when implementing an individualized behavior support plan for a preschooler with challenging behavior
Gleason, Cecile, 2009
Unpublished doctoral dissertation, University at Albany, State University of New York, Albany

A case study of 4 early childhood staff member’s implementation of a behavior support plan in a Head Start classroom, the relationship between teacher behaviors and changes in a child's behavior, teachers’ views on the feasibility, value of the behavior strategies, and the helpfulness of professional development

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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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Head Start children at risk for emotional and behavioral disorders: An examination of personal and programmatic characteristics
Abbott, Dana H., 2002
Unpublished doctoral dissertation, State University of New York at Albany

An examination of the screening procedures used to identify emotional behavioral disorders in Head Start children, comparing the results of a developmental screening instrument with results of a generic screening tool; intervention procedures after diagnosis were also examined

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How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts
Recchia, Susan L., March, 2012
Early Education and Development, 23(2), 181-201

A study of infants' peer relationships, teacher expectations of those infants, and changes in infant peer relationships over the course of 9 months, from their last semester in their infant classroom through their transition to a toddler classroom at a university-based child care center, based on observations of 3 infants and participant observations and interviews with their teachers

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The impact of inclusion on language development and social competence among preschoolers with disabilities
Rafferty, Yvonne, 2003
Exceptional Children, 69(4), 467-479

An article on the effects of inclusion on the language and social development of mentally disabled children

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Impact of maternal posttraumatic stress disorder and depression following exposure to the September 11 attacks on preschool children's behavior
Chemtob, Claude M., July/August 2010
Child Development, 81(4), 1129-1141

A comparison of parents' and preschool teachers' ratings of both preschool children’s behavioral problems and risk for behavioral problems between groups of children with mothers with depression, depression combined with post traumatic stress disorder (PTSD), or neither, based on data collected from 113 children and parents living or attending preschool or child care in Lower Manhattan on September 11, 2001

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Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations
McCabe, Paul C., Winter 2006
Topics in Early Childhood Special Education, 26(4), 234-246

A test comparing several instruments for the detection of specific language impairment (SLI) status in preschool children

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Multiple effects of home and day care crowding
Maxwell, Lorraine E., 1996
Environment and Behavior, 28(4), 494-511

A study of the effects of crowding in both home and child care settings on behavior among four-year-old children

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Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills
Spira, Elana Greenfield, 2005
Developmental Psychology, 41(1), 225-234

A study to determine whether the early literacy skills and behavioral attributes of first graders with poor reading abilities are predictive of their improvements in reading by fourth grade

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Quality child care and socio-emotional risk factors: No evidence of diminishing returns for urban children
Montes, Guillermo, 2005
Early Childhood Research Quarterly, 20(3), 361-372

An investigation testing the hypothesis that early childhood centers experience diminishing returns from quality improvements as the quality of the classroom rises with regards to concurrent socio-emotional outcomes

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Reducing disruptive behaviors in preschoolers: Using interdependent group contingency with mystery motivators
Murphy, Kelly A., 2004
Unpublished doctoral dissertation, Hofstra University, Hempstead, NY

An investigation of the effects of an early intervention using mystery motivators on nine Head Start children's disruptive behaviors

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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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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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Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects
The After-School Corporation, June, 2005
Washington, DC: Policy Studies Associates.

A study of the relationship of features of after school services, designed and implemented by The After-School Corporation (TASC) in New York City, to social and cognitive outcomes among disadvantaged elementary and middle school program participants, based on surveys of participants, site coordinators, program staff, and school principals; participant attendance and academic performance records; program observations; and TASC program cost data

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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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Young children's discourse strategies during block play: a Bakhtinian approach
Cohen, Lynn, Spring 2007
Journal of Research in Childhood Education, 21(3), 302-315

An interpretation of findings from an observational study of nineteen 5-year old children’s communication strategies during block play, based on the theoretical framework of Russian language philosopher Mikhail Bakhtin

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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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