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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Hamre, Bridget [remove]; Classification:Child Care & Early Education Quality [remove];
11 results found.|
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Aligning measures of quality with professional development goals and goals for children's development Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children |
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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties |
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Depression in nonfamilial caregivers of young children: Prevalence and associations with caregiver behavior in child care settings A study examining the prevalence of depressive symptoms among non relative caregivers of young children, and the association between caregivers' symptoms and the quality of their interactions with children in various child care settings |
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Learning opportunities in preschool and early elementary classrooms An exploration of environments to promote children’s learning and development, and a presentation of the CLASS Framework for Children’s Learning Opportunities for the understanding of children’s early educational experiences |
Other
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Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills A study of the relationships between common measures of quality in prekindergarten programs and children’s academic, language, and social outcomes |
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Measuring the quality of environmental supports for young children's social and emotional competence An inventory of current measures of environmental supports for social and emotional competence (ESSEC) in child care and early education programs, and a recommendation of measurable indicators of the quality of ESSEC for children in early childhood programs |
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Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms An investigation of the quality and content of children’s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study |
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Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors 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 interactions in the classroom: Toward a theory of within- and cross-domain links to children's developmental outcomes A discussion of high-quality teacher-child interactions within early care and education classrooms as inputs into children’s academic, socio-emotional, and self-regulatory growth and a recommendation that the direct and indirect means by which classroom interactions lead to child outcomes and the reciprocal influence of teachers and children be examined with greater attention by researchers |
Other
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Teachers' emotional support consistency predicts children's achievement gains and social skills A study of the relationship between consistency of teachers' emotional support and academic and social outcomes for young children, based on multiple observations conducted in 694 early care and education classrooms |
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Teachers' perceptions of conflict with young students: Looking beyond problem behaviors A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states |
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