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Direct linkBusch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Sandilos, Lia; Goble, Priscilla; Schwartz, Samantha – Early Education and Development, 2020
Research Findings: The present study explored the extent to which teachers' participation in professional development focused on children's social-emotional learning moderated the relation between self-reported burnout and teacher-child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized…
Descriptors: Teacher Burnout, Preschool Teachers, Early Intervention, Faculty Development
Vernon-Feagans, Lynne; Carr, Robert C.; Bratsch-Hines, Mary; Willoughby, Michael – Developmental Psychology, 2022
Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in relation to children's early language skills and…
Descriptors: Mothers, Linguistic Input, Parent Child Relationship, Reading Comprehension
Rankin, Peter Sheldon; Staton, Sally; Potia, Azhar Hussain; Houen, Sandy; Thorpe, Karen – Child Development, 2022
Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48%…
Descriptors: Educational Quality, Early Childhood Education, Language Acquisition, Foreign Countries
Langeloo, Annegien; Deunk, Marjolein I.; Lara, Mayra Mascareño; van Rooijen, Maaike; Strijbos, Jan-Willem – Early Education and Development, 2020
Nowadays, classrooms include children coming from a wide range of cultures and speaking different languages. Teachers are therefore challenged to create appropriate learning opportunities for very diverse children. The current study examined the unique contribution of general classroom interaction, individual teacher-child interactions and…
Descriptors: Monolingualism, Multilingualism, Kindergarten, Young Children
Ferreira, Milene; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia Serpa – Topics in Early Childhood Special Education, 2019
Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children's verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the…
Descriptors: Friendship, Peer Acceptance, Students with Disabilities, Classroom Environment
