Skip to Main Content

Home | Contact Us | About Us

find us on facebook

Browse: Author/State/Topic

Browse the Collection

Produced by Research Connections

Peer Reviewed Journal

Current Filters: Pub Year:2002 [remove]; Classification:Social & Emotional [remove];

8 results found.

Select Citation

Result

Resource Type

			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classroom: An adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start teachers Collett, Brent R., 2002 Unpublished doctoral dissertation, Utah State University, Logan A study describing the development, implementation, and evaluation of an early intervention program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
			A curriculum-based approach for social-cognitive skills training: An intervention targeting aggression in Head Start preschoolers Carpenter, Erika M., 2002 Unpublished doctoral dissertation, University of Maine, Orono An evaluation of the effectiveness of a puppet-facilitated early intervention program designed to target aggression in Head Start preschoolers by teaching basic individual social-cognitive skills	Reports & Papers
			Emotions matter: Making the case for the role of young children's emotional development for early school readiness Raver, C. Cybele, 2002 Social Policy Report, 16(3) A report considering the important of emotional development for school readiness and reviewing research on the effectiveness of interventions at affecting emotional adjustment in preschool	Fact Sheets & Briefs
			An evaluation of the impact of anti-bias curriculum practices on prejudicial racial attitudes among children attending Head Start Thorman, Abigail E., 2002 Unpublished doctoral dissertation, Kansas State University, Manhattan An analysis of the impact of a 36-week classroom intervention on Head Start children's racial attitudes	Reports & Papers
			Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children Raver, C. Cybele, 2002 (Promoting the Emotional Well-Being of Children and Families Policy Paper No. 3). New York: Columbia University, National Center for Children in Poverty. An exploration of emerging research on the efficacy of preventive and early interventions addressing the needs of young children at risk for poor social, emotional, and behavioral development, and discussion of the kinds of research-based education and care interventions considered to be most effective	Other
			Strategies to support the emotional wellness of children, families, and staff: Findings from a Head Start mental health task force Borg, Amy, 2002 Newton, MA: Education Development Center. A study of the emotional well-being of children, families and staff in Head Start and other early childhood programs as it relates to refining practices and systems in the area of mental health	Other
			A tool for identifying preschoolers' deficits in social competence: The Preschool Taxonomy of Problem Situations Blankemeyer, Maureen, May 2002 Education and Treatment of Children, 25(2), 208-223 A description of the development of the Preschool Taxonomy of Problem Solutions (PTOPS), designed to measure preschool children's social competences across different social settings and an evaluation of the psychometric properties of the PTOPS	Reports & Papers
			Transition to the school playground: An intervention programme for nursery children Smith, Nanette, 2002 Early Years: An International Journal of Research and Development, 22(2), 129-146 An account of the implementation and outcomes of a program aimed at promoting socioemotional development to help preschool children with the transition to the school playground, based on a sample of 19 4-year-olds from one school in the United Kingdom	Reports & Papers

Select Citation

Results 1 - 8

[1]

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.

© 2013 The Regents of the University of Michigan

Google Translate