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Direct linkBrown, Eleanor D.; Garnett, Mallory L.; Anderson, Kate E.; Laurenceau, Jean-Philippe – Child Development, 2017
This within-subjects experimental study investigated the influence of the arts on cortisol for economically disadvantaged children. Participants were 310 children, ages 3-5 years, who attended a Head Start preschool and were randomly assigned to participate in different schedules of arts and homeroom classes on different days of the week. Cortisol…
Descriptors: Preschool Children, Preschool Education, Economically Disadvantaged, Art Education
Brown, Eleanor D.; Ackerman, Brian P. – Early Education and Development, 2011
Research Findings: This study examined relations between contextual risk, maternal negative emotionality, and preschool teacher reports of the negative emotion dysregulation of children from economically disadvantaged families. Contextual risk was represented by cumulative indexes of family and neighborhood adversity. The results showed a direct…
Descriptors: Neighborhoods, Economically Disadvantaged, Preschool Children, At Risk Persons
Brown, Eleanor D. – Journal of Early Childhood Research, 2009
This study examined persistence in the face of academic challenge for economically disadvantaged children. Participants included 103 children attending Head Start preschools, as well as their caregivers and teachers. Child tasks measured persistence in the face of academic challenge as well as emergent implicit theories of intelligence. Caregiver…
Descriptors: Intelligence, Poverty, Persistence, Economically Disadvantaged
Ackerman, Brian P.; Izard, Carroll E.; Kobak, Roger; Brown, Eleanor D.; Smith, Clare – Child Development, 2007
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The…
Descriptors: Economically Disadvantaged, Grade 5, Grade 3, Disadvantaged Youth
Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004
This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for…
Descriptors: Economically Disadvantaged, Elementary School Students, Student Adjustment, Behavior Problems
Ackerman, Brian P.; Brown, Eleanor D.; Izard, Carroll E. – Developmental Psychology, 2004
Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family…
Descriptors: Elementary School Students, Poverty, Behavior Problems, Student Behavior
