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Current Filters: Resource Type:Other [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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ABLE: A system for mental health screening and care for preschool children
Barbarin, Oscar, 2006
In B. T. Bowman & E. Moore (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity (pp. 77-88). Washington, DC: National Black Child Development Institute

A proposal of a tool for the early detection of behavioral and emotional problems in special needs children

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Adults' imagination and young children's experiences of quality in early years education [Special issue]
Munn, Penny, March 2010
International Journal of Early Years Education, 18(1)

A special issue of the International Journal of Early Years Education, focusing on the adult use of imagination to create social spaces for young children

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Advancement of preschoolers' resilience: The A.R.Y.A. Project
Israelashvili, Moshe, 2003
Early Childhood Education Journal, 31(2), 101-105

A discussion of the Advancement of Preschoolers’ Resilience Project's (A.R.Y.A.) resiliency-building intervention program for 4-year-old kindergarten students in Israel

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Aesthetic experience and early language and literacy development
Johnson, Helen L., April 2007
Early Child Development and Care, 177(3), 311-320

An exploration of the connections between theory and research in language development and children’s engagement with the arts, and their implications for early childhood classroom practice

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Afterschool Alliance backgrounder: Formal evaluations of afterschool programs' impact on behavior, safety and family life
Afterschool Alliance, August, 2005
Washington, DC: Afterschool Alliance.

A review of evaluations of the impact of after school programs on student safety, behavior, and discipline, and on parents' concerns about their children's safety

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Assessing social competence in early childhood
Atkins-Burnett, Sally, 1997
In B. Spodek & O.N. Saracho (Eds.), Issues in early childhood educational assessment and evaluation (Vol. 7, pp. 149-178). New York: Teachers College Press

A discussion of the definition of social competence and its importance for young children, and a summary of the various instruments use to measure social competence throughout early childhood years

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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

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Attachment in daily separations: Reconceptualizing day care and maternal employment issues
Anderson, Christine W., 1980
Child Development, 51(1), 242-245

A study of the impact of daily mother-child separations and multiple caregivers on development and maintenance of attachment

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Beyond ABCs and 123s: Enhancing teacher-child relationship quality to promote children's behavioral development
Whittaker, Jessica E. Vick, July, 2010
NHSA Dialog, 13(3), 185-191

Recommendations for the development of policies and practices designed to both prevent Head Start children's challenging behaviors and promote their socioemotional competence, based on findings from an examination of the association between teacher-child relationship quality and children's externalizing behaviors among 100 Head Start children and their teachers

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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

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Building a peaceful and just world--Beginning with the children
Miller, Suzanne, Fall 2005
Childhood Education, 82(1), 14-18

A description of ways early childhood teachers can support the six pledges contained in Manifesto 2000, which promotes the creation of a culture of peace and nonviolence in schools and classrooms

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Challenging behaviors in early childhood settings: Creating a place for all children
Bell, Susan Hart, 2004
Baltimore: Paul H. Brookes Publishing Co.

A guide to managing challenging behaviors in early childhood settings through assessing the classroom environment and linking behavior modification to developmentally appropriate curricula and teaching practices

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Challenging behaviors: Preschool as a contributing or ameliorating factor?
McCabe, Lisa A., January, 2007
New Brunswick, NJ: National Institute for Early Education Research (No longer accessible as of August 16, 2012).

A review of research on the relationship between children's preschool experiences and challenging behaviors

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Child care experiences and developmental outcomes
Burchinal, Margaret, 1999
Annals of the American Academy of Political and Social Science, 563(1), 73-97

A review of studies on the impact of child care quality on young children's development, taking into account the effects of differences between families using and not using nonparental child care.

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Child care is rich in routines
Butterfield, Perry M., 2002
Zero to Three, 22(4), 29-32

A brief exploration of the importance of routines in child care in facilitating children’s development

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Child care research: A clinical perspective
Greenspan, Stanley, 2003
Child Development, 74(4), 1064-1068

An examination of two studies that suggest that young children demonstrate increased aggressive behavior in relationship to time spent in day care and increases in cortisol levels in relationship to full-time, group-oriented, out-of-home care, utilizing a clinical context that looks at individual differences in children, families, and child care environments

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Child care research: An editorial perspective
Langlois, Judith, 2003
Child Development, 74(4), 969-975

A summary and critique of the goals and content of Child Development’s new From Another Perspective format

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Children at play: The role of peers in understanding the effects of child care
Fabes, Richard, 2003
Child Development, 74(4), 1039-1043

A commentary on studies that identify the potential of child care to shape children’s adjustment, emphasizing the role of peers, specifically peers' same-sex preferences and patterns of behavior

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Children's responses to differences
Ramsey, Patricia G., October 2008
NHSA Dialog, 11(4), 225-237

A summary of past and current research on children's understandings and feelings related to race, social class, culture, gender, and disabilities

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Children's Support Services: Providing a system of care for urban preschoolers with significant behavioral challenges
Tewhey, Karen, 2006
Childhood Education, 82(5), 289-292

A description and overview of the outcomes of Massachusetts' Children's Support Services project, an interagency, multidisciplinary program designed to help young children with significant behavioral problems who have been asked to leave their preschool programs

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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

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Components of social competence and strategies of support: Considering what to teach and how
Han, Heejeong Sophia, December 2006
Early Childhood Education Journal, 34(3), 241-246

A description of components of “social competence” and discussion of what components are most important to the development of young children’s social competence, with a presentation of methods for supporting the development of specific components of social competence

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Conflict Resolution [Special issue]
Harkins, Debra A., November 2008
Early Education and Development, 19(6)

A special issue of the journal Early Education & Development, focusing on conflict resolution at the preschool, kindergarten, and early elementary levels

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Considering and reconsidering culture, diversity, and early childhood education [Special section]
National Association for the Education of Young Children, November 2001
Young Children, 56(6), 19-39

Special issue on cultural diversity in early childhood education

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Continuity of care for infants and toddlers
Essa, Eva L., 1999
Early Child Development and Care, 148(1), 11-19

A discussion of strategies to promote continuity of care at the Child and Family Research Center of the University of Nevada, Reno, and the importance of continuity of care for children's attachments, parent-teacher relationships, and year-to-year transitions

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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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