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Number Sense Development during the Preschool Years: Relations within and between Key Skill Indicators
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Hojnoski, Robin L.; Polignano, Joy C.; Caskie, Grace I. L. – Early Education and Development, 2023
Research Findings: This study examined age-based developmental trajectories of four key number sense (NS) skills within an accelerated longitudinal design. Using data from 408 preschoolers, ages 45 to 68 months, linear and latent basis growth curves were evaluated. Results indicated growth across NS skills was best represented as nonlinear for all…
Descriptors: Numeracy, Mathematics Skills, Preschool Children, Age Differences
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
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Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. – Early Education and Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…
Descriptors: Teacher Student Relationship, Achievement Gains, Academic Achievement, Interpersonal Competence
Daily Living Skills in Individuals with Autism Spectrum Disorder from 2 to 21?Years of Age
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Bal, Vanessa Hus; Kim, So-Hyun; Cheong, Daniel; Lord, Catherine – Autism: The International Journal of Research and Practice, 2015
Daily living skills (DLS), such as personal hygiene, meal preparation, and money management, are important to independent living. Research suggests that many individuals with autism spectrum disorder exhibit impairments in daily living skills relative to their cognitive skills. This study examined predictors of daily living skills attainment and…
Descriptors: Daily Living Skills, Autism, Pervasive Developmental Disorders, Children
Relations between Housing Characteristics and the Well-Being of Low-Income Children and Adolescents
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Coley, Rebekah Levine; Leventhal, Tama; Lynch, Alicia Doyle; Kull, Melissa – Developmental Psychology, 2013
Extant research has highlighted the importance of multiple characteristics of housing but has not comprehensively assessed a broad range of housing characteristics and their relative contributions to children's well-being. Using a representative, longitudinal sample of low-income children and adolescents from low-income urban neighborhoods (N =…
Descriptors: Correlation, Housing, Well Being, Low Income Groups
Prenatal Cigarette Exposure and Infant Learning Stimulation as Predictors of Cognitive Control in Childhood
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Mezzacappa, Enrico; Buckner, John C.; Earls, Felton – Developmental Science, 2011
Prenatal exposures to neurotoxins and postnatal parenting practices have been shown to independently predict variations in the cognitive development and emotional-behavioral well-being of infants and children. We examined the independent contributions of prenatal cigarette exposure and infant learning stimulation, as well as their…
Descriptors: Stimulation, Parenting Styles, Home Visits, Child Rearing
What Counts in the Development of Young Children's Number Knowledge?
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Levine, Susan C.; Suriyakham, Linda Whealton; Rowe, Meredith L.; Huttenlocher, Janellen; Gunderson, Elizabeth A. – Developmental Psychology, 2010
Prior studies indicate that children vary widely in their mathematical knowledge by the time they enter preschool and that this variation predicts levels of achievement in elementary school. In a longitudinal study of a diverse sample of 44 preschool children, we examined the extent to which their understanding of the cardinal meanings of the…
Descriptors: Mathematics Education, Academic Achievement, Numbers, Preschool Children