NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yrttiaho, Santeri; Bruwer, Belinda; Zar, Heather J.; Donald, Kirsten A; Malcolm-Smith, Susan; Ginton, Lee; Hoffman, Nadia; Vuong, Eileen; Niehaus, Dana; Leppänen, Jukka M.; Stein, Dan J. – Child Development, 2021
Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17-44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public…
Descriptors: Eye Movements, Infants, Socioeconomic Status, Emotional Disturbances
Peer reviewed Peer reviewed
Direct linkDirect link
Wolf, Sharon; Gonzalez Canche, Manuel S.; Coe, Kristen – Child Development, 2021
Research on classroom peer effects has focused nearly exclusively on high-income countries and on academic skills. Little is known about peer effects in low-income countries and whether effects differ under different educational environments (e.g., teacher-directed versus child-centered, conditions of concentrated advantage or disadvantage). Based…
Descriptors: Foreign Countries, Child Development, Peer Relationship, Low Income Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Anna D.; Ryan, Rebecca M.; Brooks-Gunn, Jeanne – Child Development, 2012
The federal child-care subsidy program represents one of the government's largest investments in early care and education, but little is known about whether it increases low-income children's access to higher quality child care. This study used newly available nationally representative data on 4-year-old children (N = 750) to investigate whether…
Descriptors: Child Care, Grants, Disadvantaged Youth, Low Income Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Jordan, Nancy C.; Kaplan, David; Nabors Olah, Leslie; Locuniak, Maria N. – Child Development, 2006
Number sense development of 411 middle- and low-income kindergartners (mean age 5-8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same…
Descriptors: Kindergarten, Low Income Groups, Comparative Analysis, Longitudinal Studies
Peer reviewed Peer reviewed
Farran, Dale C.; Haskins, Ron – Child Development, 1980
Descriptors: Comparative Analysis, Influences, Low Income Groups, Middle Class
Peer reviewed Peer reviewed
Vaughn, Brian E.; Colvin, Tameka N.; Azria, Muriel R.; Caya, Lisa; Krzysik, Lisa – Child Development, 2001
Assessed friendships among Head Start preschoolers. Found that older children were more likely than younger children to participate in a reciprocated friendship, and reciprocated dyads were more likely to be same-gender than were nonreciprocated dyads. Reciprocated friends interacted more frequently and looked at each other more than…
Descriptors: Age Differences, Comparative Analysis, Friendship, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Ispa, Jean M.; Fine, Mark A.; Halgunseth, Linda C.; Harper, Scott; Robinson, JoAnn; Boyce, Lisa; Brooks-Gunn, Jeanne; Brady-Smith, Christy – Child Development, 2004
The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months…
Descriptors: African Americans, Parent Child Relationship, Low Income Groups, Mexican Americans
Peer reviewed Peer reviewed
Aragona, John A.; Eyberg, Sheila M. – Child Development, 1981
Evaluated differences among neglectful, behavior-problem, and normal mothers in their reports of child behavior problems and observed verbal behavior with children in situations requiring differing degrees of maternal control. Relative to normal mothers, behavior-problem mothers were most negative and were as controlling as neglectful mothers…
Descriptors: Behavior Problems, Child Neglect, Children, Comparative Analysis
Peer reviewed Peer reviewed
Dearing, Eric; McCartney, Kathleen; Taylor, Beck A. – Child Development, 2001
Examined associations between income-to-needs change and child outcomes at 36 months for NICHD Study of Early Child Care participants. Found that for children in poverty, income-to-needs decreases related to worse outcomes and increases related to better outcomes. When income-to-needs increases were at least one standard deviation above mean…
Descriptors: Behavior Problems, Child Development, Comparative Analysis, Expressive Language
Peer reviewed Peer reviewed
Hill, Nancy E.; Bush, Kevin R.; Roosa, Mark W. – Child Development, 2003
Examined association of family-related factors with children's depression and conduct problems among low-income Mexican American (English- and Spanish-speaking) and European American mothers and children. Found ethnic differences in children's depression, maternal inconsistent discipline, and hostile control. Also found language differences within…
Descriptors: Behavior Problems, Children, Comparative Analysis, Cross Cultural Studies
Peer reviewed Peer reviewed
Phillips, Deborah A.; And Others – Child Development, 1994
Examined the quality of care provided to children from low-income families, using data from a nationally representative survey of child care centers and a five-site observational study of centers. Found that the quality of care in centers serving predominantly low-income families was better than centers serving middle-income families. (MDM)
Descriptors: Comparative Analysis, Day Care, Day Care Centers, Early Childhood Education
Peer reviewed Peer reviewed
Reynolds, Arthur J.; Temple, Judy A. – Child Development, 1998
Evaluated effects of Chicago Child-Parent Center and Expansion Program on 559 low-income, inner-city African American children. Found that program participation for two or three years after preschool and kindergarten was associated with higher reading achievement up to seventh grade and lower cumulative grade retention and special education…
Descriptors: Academic Achievement, Black Youth, Comparative Analysis, Early Adolescents