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Head Start Home-Classroom (Dis)Continuity and Children's Self-Regulation


Using a mixed methods approach, this collaborative study investigates patterns of Head Start home-classroom (dis)continuity and how those patterns of experience relate to self-regulation. Specifically, this study will address the following research questions across two phases: Phase 1: Quantitative 1. What are patterns of (dis)continuity in Head Start home and classroom environmental experiences? 2. How do patterns of (dis)continuity relate to children’s self-regulation? Phase 2: Qualitative 3. What are Head Start parents’ and teachers’ perceptions about the importance of early home-classroom (dis)continuity for children’s proximal processes? 4. How do parents and teachers perceive home-classroom (dis)continuity impacting children’s self-regulation?

Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Research Scholar(s):
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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