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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Classification:Cognitive Development [remove];
302 results found.|
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The Abecedarians approach to social competence: Cognitive and linguistic intervention for disadvantaged preschoolers A description of the educational environment set up for the disadvantaged preschooler by the Carolina Abecedarian Project to aid achievement of educational competence |
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Aboriginal young children's language and literacy development: Progress, promising practices, and needs A compendium of information on the speech and language development of aboriginal children under six years old living in Canada, and a proposal for a national strategy to support the language and literacy development of these children |
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Accelerating language development through picture book reading: A systematic extension to Mexican day care A study evaluating children's language abilities after the completion of a six to seven week dialogic reading program |
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The age group labels and categories of preschool children Two studies determining preschool children’s use of age group labels and categories; the first examining spontaneous labels for photographs and dolls representing the lifespan, and the second a photograph-sorting task exploring the points of transition between age groups and self-identification by age group |
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Alaska Pilot Pre-Kindergarten Project (AP3): Year two report An evaluation of the second year of the Alaska Pilot Pre-Kindergarten Project, which provides state funding to school districts for preschool programs, that examines child developmental and program quality outcomes |
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Antecedents and correlates of the popular-aggressive phenomenon in elementary school 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 |
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The artistic expression of kindergarten children after a 'guided' teaching approach A study of the effect of an art-based intervention designed to incorporate the theories of Georges-Henri Luquet on the cognitive development of kindergarten children, based on examinations of the artwork of 40 4- through 6-year-old children receiving the experimental curriculum and 39 control-group children receiving traditional instructions |
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2009-10 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares third and fifth grade outcomes of participants and nonparticipants |
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in k-12 and beyond: FY 2010-11 evaluation report An evaluation of Nevada's publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares longitudinal developmental and parental involvement outcomes of participants and nonparticipants, based on reports from program directors, program observations, child assessments, and teacher surveys |
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Assembly Bill 627: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2008-09 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares second and fourth grade outcomes of participants and nonparticipants |
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Assessing toddler language competence: Agreement of parents' and preschool teachers' assessments An exploration of the difference between parental and teacher assessments of child language skills and the influence of children's gender and parental education, based on assessments of 140 toddlers in preschool in Slovenia |
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Assessment of the design efficacy of a preschool vocabulary instruction technique A study of the effect of the say-do-tell technique as part of supplemental vocabulary instruction on children's vocabulary scores and a study of the intervention's implementation, based on data from 27 staff and 36 children in 12 full day public preschool classrooms engaged in Year 2 of an Early Reading First (ERF) program and 38 children in a comparison group |
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Assessment of quality preschool programming A study of the associations between classroom quality and both children's behavioral and language development, based on data collected from a random sample of 126 children from 50 South Carolina preschools |
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Attachment relationships as predictors of language skills for at-risk bilingual preschool children A study of the association between both English and Spanish language competence and the type of attachment relationship between preschool children and both their teachers and parents, and an examination of differences by child gender and level of parental acculturation, based on data collected from a sample of 468 Hispanic American children attending 7 urban child care or early childhood centers |
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Attention in preschoolers: Associations with effortful control and motivation A study to determine whether characteristics of effortful control and motivation can promote attention skills in low income preschool children |
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The Australian child-care centre as a developmental niche An analysis of the communicative language experiences of two infant children filmed in child care centers over a period of eighteen months, studying the child care center as a developmental niche |
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Behaviour and skills in six-year-old children in a 'high risk' programme An analysis of the correlation between behavior problems and cognitive, linguistic, and motor skills in a sample of 31 children, with an average age of 6 years and 4 months, enrolled in a special education program for children with problem behavior in Norway |
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Benefits of compensatory preschool education A review of studies on the benefits of compensatory preschool education, and its ability to produce long-term improvements in educational and economic success |
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Benefits of an intervention focused on oddity and seriation An experimental study of the impact of instruction in oddity--choosing the object that differs from others, and seriation--ordering objects on a dimension and inserting new objects into such orders, on children's cognitive skill development, identification of letters, counting, adding, and subtracting, using control instructional groups focusing on letter recognition and identification, numeracy, and art, and based on data from 72 Head Start children from 7 urban Head Start centers who scored low on an oddity test and were randomly assigned to an instructional group |
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Better speech for Head Start children An evaluation of speech articulation in Head Start children |
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Beyond the pages of a book: Interactive book reading and language development in preschool classrooms An article on the effects of an interactive reading intervention on the language skills of preschool children. |
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Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness An examination of the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in 338 children age 5 to 6 years, in a longitudinal study of social status, biological responses to adversity, and child mental and physical health in three waves from California 29 kindergarten classrooms |
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A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading A study of the effects of storybook reading on the acquisition of vocabulary for preschool children who have poor vocabulary skills |
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Changes in children's cognitive development at the start of school in England 2000-2006 A longitudinal assessment of the cognitive development of children entering school, based on a sample of children from 124 preschools in England assessed at the start of each school year from 2001 through 2006 |
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Changes in children's cognitive development at the start of school in England 2001-2008 Findings from a longitudinal examination of the cognitive skills possessed by children at the start of school, based on the annual assessment of more than 14,000 four-year-old children from 472 schools in the United Kingdom during a period of increasing availability of early education |
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