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Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners' German Vocabulary
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Kohl, Katharina; Willard, Jessica A.; Agache, Alexandru; Bihler, Lilly-Marlen; Leyendecker, Birgit – AERA Open, 2019
We examined independent and interactive links among three central characteristics of children's experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners (DLLs). We allowed for possible differential effects depending on children's language background. Our sample…
Descriptors: German, Vocabulary Development, Early Childhood Education, Child Care
Time Well Spent: Home Learning Activities and Gains in Children's Academic Skills in the Prekindergarten Year
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McCormick, Meghan P.; Weissman, Amanda Ketner; Weiland, Christina; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine – Developmental Psychology, 2020
Parental engagement in home-based learning activities is linked to children's academic skills. Yet, interventions that try to enhance parental engagement--sometimes targeted to families with low levels of education--have small effects. This study aimed to inform supports for families by examining how different types of home-based learning…
Descriptors: Learning Activities, Family Environment, Parent Child Relationship, Parents as Teachers
Peer Victimization among Young Children with Disabilities: Early Risk and Protective Factors
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Son, Esther; Peterson, N. Andrew; Pottick, Kathleen J.; Zippay, Allison; Parish, Susan L.; Lohrmann, Sharon – Exceptional Children, 2014
The purpose of this study was to examine the risk and protective factors of peer victimization among young children with disabilities. This study analyzed data from the Pre-Elementary Education Longitudinal Study (n =1,130) to test a path model that included child, family, and school characteristics at Year 1 and peer-relation difficulties and…
Descriptors: Risk, At Risk Students, Victims, Path Analysis
Theory of Mind Predicts Emotion Knowledge Development in Head Start Children
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Seidenfeld, Adina M.; Johnson, Stacy R.; Cavadel, Elizabeth Woodburn; Izard, Carroll E. – Early Education and Development, 2014
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with…
Descriptors: Theory of Mind, Emotional Development, Knowledge Level, Preschool Children