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Peer Reviewed JournalCurrent Filters: New in last 90 days [remove];
12 results found.|
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Are minority children disproportionately represented in early intervention and early childhood special education? An examination of the extent to which racial-ethnic minority children are proportionately represented in early intervention and/or early childhood special education, based on data from approximately 7,950 48-month-old children participating in the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative data set of children born in the United States in 2001 |
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The Child and Adult Care Food Program and the nutrition of preschoolers A comparison of food intake, weight, and food security in children attending child care centers that do and do not participate in the Child and Adult Care Food Program (CACFP), with additional analyses of outcomes among low income and Head Start children, based on data from 4,050 4- year-old children from the Early Childhood Longitudinal Study, Birth Cohort |
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Child-care subsidies and school readiness in kindergarten A study of associations between child care subsidy receipt when children are 4 years old and a range of academic and socioemotional school readiness outcomes in kindergarten, including reading and mathematics ability, externalizing and prosocial behavior, and approaches to learning, based on data from 1,400 children from subsidy-eligible families participating in the Early Childhood Longitudinal Study-Birth Cohort |
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Children's engagement within the preschool classroom and their development of self-regulation A study of the relationship between children's self-regulation and children's engagement with teachers, peers, and tasks, based on data from 341 children enrolled in 100 early care and education classrooms located in a large urban region in the southwestern United States, and their teachers |
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Do early literacy skills in children's first language promote development of skills in their second language?: An experimental evaluation of transfer A study of the moderating effects of children's initial skills in one language on the impact of an intervention designed to improve those skills in a second language, based on data from 94 Spanish-speaking language minority children from 10 classes in a Head Start center in Los Angeles, California, randomly assigned to one of three intervention conditions--the HighScope Preschool Curriculum alone or the HighScope Preschool Curriculum with small-group pull-out instruction, using the activities of the Literacy Express Preschool Curriculum, in either an English-only or English-to-Spanish version |
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Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem-solving skills, and reduced aggressive-disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs. (author abstract) |
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Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties A study of the effects of interventions designed to promote the development of emergent literacy skills with a sample of preschool children at high risk for later problems in reading, with an analysis of the additional effects of combining dialogic reading with a phonological awareness intervention, based on data from 324 preschoolers from low income backgrounds, recruited from 13 Head Start centers and Title I preschools in a local school district in northern Florida |
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Genetic moderation of early child-care effects on social functioning across childhood: A developmental analysis A study of the moderating role of DRD4 and 5-HTTLPR genes in the associations between child care experiences during the first 4.5 years and children's externalizing problem behavior from that age through spring of sixth grade, and children's social skills from kindergarten through spring of sixth grade, based on data from 508 Caucasian children in the NICHD Study of Early Child Care and Youth Development |
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Head Start participation and school readiness: Evidence from the Early Childhood Longitudinal Study-Birth Cohort A comparison of academic skills and socioemotional well-being at kindergarten entry for populations of children who attended Head Start or other types of child care, based on data from 6,950 children, their parents, schools, and teachers from the Early Childhood Longitudinal Study-Birth Cohort, Kindergarten sample, a nationally representative sample of children born in 2001 |
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New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort An examination of the factor structure of the Arnett Caregiver Interaction Scale, based on an analysis of data from a subgroup of participants in the Early Childhood Longitudinal Study-Birth Cohort consisting of 750 2-year-olds in home-based care and 1,350 4-year-olds in center-based care |
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Preschool based JASPER intervention in minimally verbal children with autism: Pilot rct In this pilot study, we tested the effects of a novel intervention (JASPER, Joint Attention Symbolic Play Engagement and Regulation) on 3 to 5 year old, minimally verbal children with autism who were attending a non-public preschool. Participants were randomized to a control group (treatment as usual, 30 h of ABA-based therapy per week) or a treatment group (substitution of 30 min of JASPER treatment, twice weekly during their regular program). A baseline of 12 weeks in which no changes were noted in core deficits was followed by 12 weeks of intervention for children randomized to the JASPER treatment. Participants in the treatment group demonstrated greater play diversity on a standardized assessment. Effects also generalized to the classroom, where participants in the treatment group initiated more gestures and spent less time unengaged. These results provide further support that even brief, targeted interventions on joint attention and play can improve core deficits in minimally verbal children with ASD. (author abstract) |
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Using generalized additive modeling to empirically identify thresholds within the ITERS in relation to toddlers' cognitive development Research linking high-quality child care programs and children's cognitive development has contributed to the growing popularity of child care quality benchmarking efforts such as quality rating and improvement systems (QRIS). Consequently, there has been an increased interest in and a need for approaches to identifying thresholds, or cutpoints, in the child care quality measures used in these benchmarking efforts that differentiate between different levels of children's cognitive functioning. To date, research has provided little guidance to policymakers as to where these thresholds should be set. Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) data set, this study explores the use of generalized additive modeling (GAM) as a method of identifying thresholds on the Infant/Toddler Environment Rating Scale (ITERS) in relation to toddlers' performance on the Mental Development subscale of the Bayley Scales of Infant Development (the Bayley Mental Development Scale Short Form--Research Edition, or BMDSF-R). The present findings suggest that simple linear models do not always correctly depict the relationships between ITERS scores and BMDSF-R scores and that GAM derived thresholds were more effective at differentiating among children's performance levels on the BMDSF-R. Additionally, the present findings suggest that there is a minimum threshold on the ITERS that must be exceeded before significant improvements in children's cognitive development can be expected. There may also be a ceiling threshold on the ITERS, such that beyond a certain level, only marginal increases in children's BMDSF-R scores are observed. (author abstract) |
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