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topic:parenting-education;
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Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education An examination of factors related to school- and home-based parent involvement and the parent-teacher relationship in preschool, based on a sample of 12 classroom teachers and 154 parents or caregivers in two Head Start centers |
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Home-based Parental Involvement in Young Children's Education: Examining the effects of maternal education across U.S. ethnic groups A longitudinal study of the contributions of maternal education and ethnicity to parental involvement in young children's education and development in a sample of families with 5 year old children, including a discussion of parental expectations about educational attainment, children's activities, and family routines |
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Parental involvement in young children's computer use and cognitive development An investigation of the relationship between parental involvement in computer use and cognitive development in their children in four Head Start centers with a total of 8 classrooms without a computer but with a computer in the home |
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An evaluation of graduates of a toddlerhood home visiting program at kindergarten age An evaluation of the socio-emotional and early literacy skills, and knowledge, and parent involvement of 78 kindergarten-age graduates of a home visiting program designed to stimulate parent-toddler verbal interaction and educational play, and a comparison of their scores with those of and 57 non-participating children in the same kindergarten classrooms |
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A contemporary glimpse of play and learning in Aotearoa New Zealand An analysis of the nature of young children’s play and learning, using videos of the activities of six children, aged between 16 and 26 months, within five different child care centers in New Zealand, and reactions to the videos from parents and educators, as expressed in in-depth interviews |
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The school entry gap: Socioeconomic, family, and health factors associated with children's school readiness to learn A study of the associations between children's school readiness at the end of kindergarten and risk factors in the areas of socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development, based on an analysis of kindergarten teacher report data, collected with the Early Development Instrument (EDI) as part of the Community Component of the Canadian National Longitudinal Survey of Children and Youth (NLSCY), in both a community sample of 8,467 children and an enriched sub-sample of 2,196 children |
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Maternal literacy beliefs and the quality of mother-child book-reading interactions: Associations with children's early literacy development An examination of the relationship between early literacy skills development and mothers’ literacy-related beliefs, the home literacy environment, and the quality of mother–child book-reading interactions, based on questionnaires and observational data from 60 mothers and their preschool children |
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Sure Start children's centres parental satisfaction survey report and annexes 2007 A study of parents' satisfaction with and awareness, perceptions, and use of Sure Start children's centers, based on a survey of parents |
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Rochester Early Childhood Assessment Partnership: 2006-07 tenth annual report Findings from the tenth year of an assessment of the quality, parental satisfaction, and the outcomes of children in early childhood programs in Rochester, New York, based on parent surveys observations of children and their classrooms |
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Intergenerational learning between children and grandparents in east London A study of the learning activities shared by children and grandparents in the homes of Sylheti/Bengali-speaking and English-speaking families, based on ethnographic studies of 9 families and survey responses of 20 families, all of whom have a young child enrolled in an east London preschool |
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“Quarters are what you put into the bubble gum machine”: Numeracy interactions during parent-child play An investigation of spontaneous numeracy interactions that occur during parent-child play, categorized as cultural, procedural, or mathematical exchanges, using data from home-based interviews with 26 preschool children and their mothers |
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Is exposure to media intended for preschool children associated with less parent-child shared reading aloud and teaching activities? An examination of the relation between preschool children's exposure to media and amount of parent-child shared reading time and home learning activities |
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An examination of differences in fathering activities across race and ethnicity A study of the frequency with which 33 social, cognitive, caregiving, and physical activities occur between fathers and their children, based on the self-reported data collected from 485 African-American, Latino, and European-American fathers and father figures of children from low-income households |
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Evidence on effective early childhood interventions from the United Kingdom: An evaluation of the Peers Early Education Partnership (PEEP) An exploration of the impact of the Peers Early Education Partnership (PEEP) parental education program on preschool children’s development, especially in literacy, numeracy, prosocial behavior and self-esteem, based on a longitudinal comparison of children whose parents did or did not have access to the program |
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The helping relationship and program participation in early childhood home visiting A study of parent ratings of their relationships with Early Head Start (EHS) home visitation staff, and a study of the association between their satisfaction with these relationships and satisfaction with and participation in EHS, based on data collected from 584 families |
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Academic competence in preschool: Exploring the role of close relationships and anxiety 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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Learning to listen: Teaching an active listening strategy to preservice education professionals A study of the effect of instruction in the LAFF active listening technique on the listening skills of preservice teachers when communicating with parents of preschool and school-aged children, based on data collected from 5 undergraduate students in an experimental group and 5 in a control group |
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Mothers' sensitivity and book-reading interactions with first graders An analysis of the association between the quality of the relationship between mothers and their children at 36 months and the amount and quality of literacy information shared during a joint book-reading task in first grade |
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Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate An examination of the impact of family characteristics (socioeconomic status, family income) and teachers' relations with preschool children on young children's social competence |
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A model for developing a parent resource center on campus A case study describing the development of a parent resource center at a university child care center staffed by early childhood education interns learning to build family relationships |
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Parental nurturance promotes reading acquisition in low socioeconomic status children An examination of the contribution of parental nurturance to the development of literacy among at-risk preschool and elementary school children, based on self-reports and observational studies of 77 children attending Head Start, and their primary caregivers and teachers |
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Sensitivity and consistency of maternal writing mediation to twin kindergartners An exploration of mothers’ responses to their twin kindergartners’ levels of literacy development and individual needs for mediation during writing tasks, based on observations of 28 sets of twins and their mothers during writing interactions |
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Mother-child story book interactions: Literacy orientation of pre-schoolers with hearing impairment An examination of the literacy interests of preschool children with hearing impairments during mother-child shared reading interactions |
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When elementary school stay open late: Results from the national evaluation of the 21st Century Community Learning Centers program A study of the impact of participation in the 21st Century Community Learning Centers after school program on students' supervision, after-school activities, homework and tutoring activities, academic outcomes, behavioral outcomes, safety, developmental outcomes, and parent involvement, with subgroup analyses by grade level, reading level at baseline, behavior problems at baseline, student race and ethnicity, student gender, and household type, based data from 2,308 elementary students in 12 school districts and 26 afterschool centers |
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Family and child factors related to the use of non-maternal infant care: An English study An examination of the extent to which the use of non-maternal child care are effected by family and child characteristics, including family income levels, parent education levels, and maternal employment |
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