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The Development of Place Value Concepts: Approximation before Principles
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Mix, Kelly S.; Bower, Corinne A.; Hancock, Gregory R.; Yuan, Lei; Smith, Linda B. – Child Development, 2022
Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M[subscript age] = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate…
Descriptors: Kindergarten, Child Development, Number Concepts, Longitudinal Studies
Risk and Adversity, Parenting Quality, and Children's Social-Emotional Adjustment in Families Experiencing Homelessness
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Labella, Madelyn H.; Narayan, Angela J.; McCormick, Christopher M.; Desjardins, Christopher D.; Masten, Ann S. – Child Development, 2019
A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (M[subscript age] = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses…
Descriptors: Child Development, Risk, Adjustment (to Environment), Parenting Skills
Intergenerational Transmission of Educational Attitudes in Chinese American Families: Interplay of Socioeconomic Status and Acculturation
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Shen, Yishan; Kim, Su Yeong; Wang, Yijie – Child Development, 2016
This longitudinal study examined the influence of parents' educational attitudes on adolescents' educational attitudes and identified antecedents (i.e., parent education, family income, and parent acculturation), consequences (i.e., academic achievement and engagement), and a potential moderator (i.e., adolescent acculturation) of the transmission…
Descriptors: Longitudinal Studies, Parent Attitudes, Adolescents, Educational Attitudes