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Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
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Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Classrooms Are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology
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Justice, Laura M.; Jiang, Hui; Sun, Jing; Lin, Tzu-Jung; Purtell, Kelly; Ansari, Arya; Helsabeck, Nathan – Early Education and Development, 2023
Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in…
Descriptors: Classroom Environment, Kindergarten, Preschool Education, Measurement Techniques
Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade
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Weiss, Emily M.; McDermott, Paul A.; Rovine, Michael J.; Oh, Jimin – Early Education and Development, 2022
Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes)…
Descriptors: Student Behavior, Behavior Problems, Peer Relationship, Interaction
Relationships as Malleable Factors for Children's Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis
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Sheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney; Witte, Amanda; Koziol, Natalie; Prokasky, Amanda; Schumacher, Rachel; Kerby, Hannah – Early Education and Development, 2022
Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1…
Descriptors: Preschool Children, Elementary School Students, Preschool Education, Kindergarten
Enacting Content-Rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy
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Susan B. Neuman; Katie Danielson – Early Education and Development, 2021
Research Findings: This study examines the complexities of enacting an explicit content-rich curriculum in a large urban school district. Thirty-six teachers from 12 elementary schools, preK through Grade 1 were recruited to teach the "World of Words," an integrated science and literacy supplementary curriculum. Prior to the start of the…
Descriptors: Curriculum Implementation, Integrated Curriculum, Content Area Reading, Elementary School Science
Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance
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Han, Myae; Vukelich, Carol; Buell, Martha; Meacham, Sohyun – Early Education and Development, 2014
Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62…
Descriptors: Longitudinal Studies, Economically Disadvantaged, Bilingualism, Monolingualism