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Direct linkMcFadyen-Ketchum, Lisa Schlueter; Hurwich-Reiss, Eliana; Stiles, Allison A.; Mendoza, Marina M.; Badanes, Lisa S.; Dmitrieva, Julia; Watamura, Sarah Enos – Early Education and Development, 2016
Research Findings: Although there is a well-established relationship between economic stress and children's self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher…
Descriptors: Hispanic Americans, Immigrants, Preschool Children, Stress Variables
Lindsey, Eric W. – Early Education and Development, 2014
Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The…
Descriptors: Preschool Children, Play, Toys, Child Care Centers
Denny, Joanna Hope; Hallam, Rena; Homer, Karen – Early Education and Development, 2012
Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching "good" quality on the Early Childhood Environment Rating Scale-Revised (ECERS-R)…
Descriptors: Learner Engagement, Rating Scales, Scoring, Teacher Characteristics
Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence Kimberly; Bolt, Elizabeth N. – Early Education and Development, 2014
Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional…
Descriptors: Preschool Children, Nursery Schools, Teacher Student Relationship, Preschool Teachers
McCormick, Meghan P.; Turbeville, Ashley R.; Barnes, Sophie P.; McClowry, Sandee G. – Early Education and Development, 2014
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…
Descriptors: Low Income Groups, Urban Schools, Longitudinal Studies, Personality Traits
Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia – Early Education and Development, 2013
A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary…
Descriptors: Preschool Children, Federal Programs, Early Childhood Education, Disadvantaged Youth
LaForett, Dore R.; Mendez, Julia L. – Early Education and Development, 2010
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of…
Descriptors: Mothers, Early Childhood Education, Disadvantaged Youth, Parent Participation
Skibbe, Lori E.; Justice, Laura M.; Zucker, Tricia A.; McGinty, Anita S. – Early Education and Development, 2008
Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers…
Descriptors: Language Impairments, Emergent Literacy, Language Skills, Family Literacy
Peer reviewedFidler, Deborah J.; Hodapp, Robert M.; Dykens, Elizabeth M. – Early Education and Development, 2000
Compared stress levels in families of children with Down syndrome (DS), Williams syndrome (WS), or Smith-Magenis syndrome (SMS). Found that DS families experienced less Pessimism than others and less Parent and Family Problems than SMS families. Strongest predictors of Parent and Family Problems were maladaptive behavior in SMS, younger age in DS,…
Descriptors: Child Behavior, Comparative Analysis, Disabilities, Downs Syndrome
Dieterich, Susan E.; Hebert, Heather M.; Landry, Susan H.; Swank, Paul R.; Smith, Karen E. – Early Education and Development, 2004
Research findings: Growth across 6 months to 8 years of age, assessed at seven time points, for daily living and cognitive skills was compared for term (n = 122), very low birth weight (VLBW) children of low (n = 114) and high (n = 73) medical risk and lower socioeconomic status (SES). Dramatic declines in daily living skills were found for all…
Descriptors: Early Intervention, Skill Development, Child Rearing, Body Weight
