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Direct linkZucker, Tricia A.; Jacbos, Erin; Cabell, Sonia Q. – Early Education and Development, 2021
Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers’ implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachers’ fidelity of implementing the curriculum as well as difficulty…
Descriptors: Barriers, Preschool Teachers, Academic Language, Curriculum Implementation
Meghan McCormick; Hope White; Parham Horn; Rachel Lacks; Erin O'Connor; Elise Cappella; Sandee McClowry – Early Education and Development, 2018
Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS" into "Children's Temperament" on instructional support and students' math and reading skills in kindergarten and 1st-grade classrooms. "INSIGHTS" is a temperament-based social-emotional learning…
Descriptors: Early Childhood Education, Kindergarten, Grade 1, Student Characteristics
Kangas, Jonna; Ojala, Mikko; Venninen, Tuulikki – Early Education and Development, 2015
Research Findings: Research has shown that self-regulation can support child development in the areas of children's attentional flexibility, working memory, and inhibitory control for excluding impulsive responses. How this is actually related in everyday pedagogical early childhood education (ECE) activities has rarely been studied in detail. In…
Descriptors: Self Control, Early Childhood Education, Foreign Countries, Surveys
Kong, Maureen Mo-yee; Au, Terry Kit-fong – Early Education and Development, 2018
Research Findings: The objective of this research was to evaluate the effectiveness of Incredible Years Basic Parent Training (IYPT Basic) in a community clinic setting in Hong Kong. IYPT Basic is a Western program developed to promote children's academic, social, and emotional regulation skills and to reduce conduct problems among typically…
Descriptors: Foreign Countries, Program Effectiveness, Parent Education, Child Development
Leyva, Diana; Nolivos, Virginia – Early Education and Development, 2015
Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…
Descriptors: Foreign Countries, Memory, Emotional Response, Children
Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Kupzyk, Kevin A.; Clarke, Brandy L.; Moorman Kim, Elizabeth – Early Education and Development, 2014
Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent-child interactions. The study explored the moderating effect of parental depression on…
Descriptors: Role, Depression (Psychology), Parent Child Relationship, Control Groups
Rueda, M. Rosario; Checa, Purificacion; Rothbart, Mary K. – Early Education and Development, 2010
Research Findings: Part of the attention system of the brain is involved in the control of thoughts, emotions, and behavior. As attentional control develops, children are more able to control cognition and responses flexibly and to adjust their behavior in social interactions better. In this article, we discuss evidence from different levels of…
Descriptors: Attention Control, Academic Achievement, Parents, Brain
