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Direct linkChun-Hao Chiu; Bradford H. Pillow; The Family Life Project Key Investigators – International Journal of Behavioral Development, 2024
The purpose of this study is to investigate the relations among children's symbolic functioning at 15 months, joint attention at 24 months, expressive communication at 24 and 36 months, and executive functioning at 36 months. With the sample from rural areas in the United States collected by the Family Life Project (N = 1,008), a longitudinal data…
Descriptors: Executive Function, Family Life, Expressive Language, Verbal Communication
Christina Stephens; Robert C. Pianta; Jessica E. Whittaker; Virginia E. Vitiello – Grantee Submission, 2025
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…
Descriptors: Bilingualism, English (Second Language), Second Language Instruction, Second Language Learning
Marcinowski, Emily C.; Campbell, Julie Marie – International Journal of Behavioral Development, 2017
Object construction involves organizing multiple objects into a unified structure (e.g., stacking blocks into a tower) and may provide infants with unique spatial information. Because object construction entails placing objects in spatial locations relative to one another, infants can acquire information about spatial relations during construction…
Descriptors: Infants, Spatial Ability, Comprehension, Construction (Process)
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
Bennett, Teresa A.; Szatmari, Peter; Georgiades, Katholiki; Hanna, Steven; Janus, Magdelena; Georgiades, Stelios; Duku, Eric; Bryson, Susan; Fombonne, Eric; Smith, Isabel M.; Mirenda, Pat; Volden, Joanne; Waddell, Charlotte; Roberts, Wendy; Vaillancourt, Tracy; Zwaigenbaum, Lonnie; Elsabbagh, Mayada; Thompson, Ann – Journal of Child Psychology and Psychiatry, 2015
Background: Differences in how developmental pathways interact dynamically in children with autism spectrum disorder (ASD) likely contribute in important ways to phenotypic heterogeneity. This study aimed to model longitudinal reciprocal associations between social competence (SOC) and language (LANG) pathways in young children with ASD. Methods:…
Descriptors: Autism, Pervasive Developmental Disorders, Child Development, Longitudinal Studies
Kirkham, Julie; Stewart, Andrew; Kidd, Evan – Infant and Child Development, 2013
This research investigated the developing inter-relationships between language, graphic symbolism and symbolic play both concurrently and longitudinally from the fourth to the fifth year of childhood. Sixty children ("n"?=?60) aged between 3 and 4?years completed multiple assessments of language and assessments of graphic symbolism,…
Descriptors: Child Development, Play, Nonverbal Ability, Longitudinal Studies
Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee – Child Development, 2013
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between…
Descriptors: School Readiness, Preschool Education, Social Development, Emotional Development
DesJardin, Jean L.; Doll, Emily R.; Stika, Carren J.; Eisenberg, Laurie S.; Johnson, Karen J.; Ganguly, Dianne Hammes; Colson, Bethany G.; Henning, Shirley C. – Communication Disorders Quarterly, 2014
Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; "n" = 60) and children with hearing loss (HL; "n" = 45). Parent-child dyads were videotaped during JBR interactions,…
Descriptors: Reading Aloud to Others, Hearing Impairments, Comparative Analysis, Parents
Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L. – Journal of Research in Childhood Education, 2016
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…
Descriptors: Elementary School Students, Early Childhood Education, Grade 1, Parenting Styles
Salley, Brenda; Panneton, Robin K.; Colombo, John – Infancy, 2013
The aim of this study was to examine the combined influences of infants' attention and use of social cues in the prediction of their language outcomes. This longitudinal study measured infants' visual attention on a distractibility task (11 months), joint attention (14 months), and language outcomes (word-object association, 14 months; MBCDI…
Descriptors: Attention, Predictor Variables, Infants, Cues
Brooks-Gunn, Jeanne; Han, Wen-Jui; Waldfogel, Jane – Monographs of the Society for Research in Child Development, 2010
Using data from the first 2 phases of the NICHD Study of Early Child Care, the authors examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, at age 4.5, and in first grade. Drawing on theory and prior research from developmental psychology as well as…
Descriptors: Behavior Problems, Mothers, Structural Equation Models, Child Behavior
