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

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Academic competence in preschool: Exploring the role of close relationships and anxiety
Wood, Jeffrey J., 2007
Early Education and Development, 18(2), 223-242

A discussion of preschool children’s psychosocial pathway to school readiness and the importance of primary caregiver attachment as it relates to children’s anxiety, peer relationships and academic success, based on parent and teacher interviews and evaluations of 31 preschool children

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Accessing and affording child care and low-income mothers' employment over time: An ecological approach
Shjegstad, Brinn, 2009
Unpublished doctoral dissertation, Iowa State University, Ames

A study of the influence of child problem behaviors and maternal risk factors on low-income mothers’ ability to access and afford child care, an examination of family income as a mediator of the relationships between child problem behaviors, maternal risk factors and low-income mothers’ ability to access and afford child care, and an examination of the relationships between low-income mothers’ ability to access and afford child care and family income, child problem behaviors, maternal risk factors, and ability to obtain and maintain employment

Reports & Papers


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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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Addressing disruptive behaviors in the preschool classroom: An adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start teachers
Collett, Brent R., 2002
Unpublished doctoral dissertation, Utah State University, Logan

A study describing the development, implementation, and evaluation of an early intervention program designed to improve teaching strategies and practices for Head Start children with behavioral problems

Reports & Papers


Addressing social-emotional development and infant mental health in early childhood systems
Zeanah, Paula D., 2005
(Building State Early Childhood Comprehensive Systems Series No. 12). University of California, Los Angeles, National Center for Infant and Early Childhood Health Policy.

A policy report addressing several issues associated with infant mental health (IMH), including organization; delivery of services; and funding and training opportunities

Reports & Papers


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Adjustment to the first year in school: A Singapore perspective
Yeo, Lay See, 2006
European Early Childhood Education Research Journal, 14(2), 55-68

An examination of adjustment to school by 90 first graders from different ethnic, language, and socioeconomic backgrounds entering a school in western Singapore

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Adolescent emotional and behavioural outcomes of nonparental preschool childcare
Liang, Holan, March, 2012
Social Psychiatry and Psychiatric Epidemiology, 47(3), 399-407

An examination of the relationship between nonparental early child care and adolescent mental health outcomes, based on a secondary analysis of data from 197 participants in the Croydon Assessment of Learning Study in the United Kingdom

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Adult attunement and child availability: Interaction of mother and caregiver with three-year-old Kibbutz children
Eshel, Yohanan, 2000
Infant Mental Health Journal, 21(6), 411-427

An investigation of adult attentiveness and intrusiveness in dyadic relations between children and their mothers and caregivers, in a sample of 33 three-year-old Kibbutz children in Israel

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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

Reports & Papers


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African American and Puerto Rican American parenting styles, paternal involvement, and Head Start children's social competence
Fagan, Jay, 2000
Merrill-Palmer Quarterly, 46(4), 592-612

A comparison of African-American and Puerto Rican-American parenting styles and paternal involvement, and an examination of the relationship of mother’s and father’s parenting styles and child care involvement on Head Start participating children’s social competence

Reports & Papers


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After-school activities and the development of low-income urban children: A longitudinal study
Posner, Jill K., 1999
Developmental Psychology, 35(3), 868-879

A longitudinal study of the relationships among child characteristics, academic performance, social adjustment, after school program participation and family variables for children from socioeconomically disadvantaged families in third and fifth grade

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After-school care arrangements and maternal employment: A study of the effects on third and fourth grade children
Howie, Pauline M., 1996
Child & Youth Care Forum, 25(1), 29-43

A study on the effects of parental and non-parental child care on the self esteem and school achievement of third and fourth grade Australian children

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After-school child care in an elementary school: Social development and continuity and complementarity of programs
Howes, Carollee, 1987
Elementary School Journal, 88(1), 93-103

A study of the impact of an out-of-school child care program on the social experiences and social development of 30 kindergarten-age children versus children that went home after school

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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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Age-related changes in preschool children's systematic use of private speech in a natural setting
Winsler, Adam, 2000
Journal of Child Language, 27(3), 665-687

An into the situational use of self-talk by preschool students, based on observations of 14 three- and four-year-old children from two preschool classrooms in the southeastern United States

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Aggression: Is it stimulated by daycare?
Finkelstein, Neal W., 1982
Young Children, 37(1), 3-9

A description of the child care program, Carolina Abecadarian Project, and its effective social development remedies on aggressive peer interactions

Reports & Papers


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Aggressors, victims, and defenders in preschool: Peer, self-, and teacher reports
Monks, Claire P., 2003
Merrill-Palmer Quarterly, 49(4), 453-469

An interview-based analysis of the differences in perceptions of aggressor, victim, and defender roles among young British children and their teachers and peers in school settings

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Allegiances or attachments: Relationships among infants and their daycare teachers
Farran, Dale, 1984
In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers

A study of infants’ social interactions and relationships with alternative caregivers in child care

Reports & Papers


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Alternate child care, history of hospitalization, and preschool child behavior
Youngblut, JoAnne M., 1999
Nursing Research, 48(1), 29-34

An examination of alternate child care experiences on the relationship between hospitalization and behavior of preschool children living in female-headed single-parent families

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Analysis of two early childhood education settings: Classroom variables and peer verbal interaction
Hojnoski, Robin L., Winter 2008
Journal of Research in Childhood Education, 23(2), 193-209

An observational study of peer verbal interactions, types of activities, social configurations, and teacher behaviors at both a Montessori and a traditional preschool in an urban area

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Antecedents and correlates of the popular-aggressive phenomenon in elementary school
Rodkin, Philip C., May/June 2010
Early Child Development and Care, 81(3), 837-850

A study of the relationship between popular-aggressive behavior in grades 3 through 6 and cognitive functioning, maternal sensitivity, and participation in child care through age 4.5 from a secondary analysis of data from 1022 children

Reports & Papers


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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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Are insecure-avoidant infants with extensive day-care experience less stressed by and more independent in the Strange Situation
Belsky, Jay, 1991
Child Development, 62(3), 567-571

A study of the relationship between child reactions to stressful situations and the amount of non-parental child care experienced by the child in his or her first year, in a sample of 20 insecure-avoidant infants

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Are there long-term effects of early child care?
Belsky, Jay, March/April 2007
Child Development, 78(2), 681-701

An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development

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Are we leaving them behind?: The case for helping childcare providers and parents address behavioral problems in very young children
Jewish Healthcare Foundation, 2002
Pittsburgh, PA: University of Pittsburgh, School of Education, Office of Child Development.

A study of the status of behavioral health services available to children from birth to age five in early care and education settings in Allegheny County, Pennsylvania

Reports & Papers


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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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