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Direct linkFarkas, Chamarrita – Early Education and Development, 2019
This article examines similarities and differences in Chilean teachers' competences, which were organized into profiles, and the associations of these profiles with children's language development. Teacher-child interactions were assessed when the children were 12 (n=99) and 30 months old (n=73), using the Adult Sensitivity Scale, the Evaluation…
Descriptors: Foreign Countries, Teacher Competencies, Language Acquisition, Young Children
King, Elizabeth K.; Johnson, Amy V.; Cassidy, Deborah J.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L. – Early Childhood Education Journal, 2016
The current study examined associations among teachers' financial well-being, including teachers' wages and their perceptions of their ability to pay for basic expenses, and teachers' work time supports, including teachers' paid planning time, vacation days, and sick days, and children's positive emotional expressions and behaviors in preschool…
Descriptors: Preschool Teachers, Well Being, Affective Behavior, Emotional Response
Rudasill, Kathleen Moritz; Hawley, Leslie; Molfese, Victoria J.; Tu, Xiaoqing; Prokasky, Amanda; Sirota, Kate – Early Education and Development, 2016
Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23…
Descriptors: Conflict, Preschool Teachers, Preschool Children, Teacher Student Relationship
Lindsey, Eric W.; Colwell, Malinda J. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2013
This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in…
Descriptors: Imagination, Play, Preschool Children, Affective Behavior
Runions, Kevin C.; Vitaro, Fank; Cross, Donna; Shaw, Thérèse; Hall, Margaret – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2014
This investigation used two-part growth modeling and cross-lagged panel analysis to examine the predictive function of parenting and teacher-child relationship on the likelihood of children showing problems with parent-rated physical aggression, and on the severity of problems, for 374 children followed from prekindergarten and first grade.…
Descriptors: Teacher Student Relationship, Parenting Styles, Child Rearing, Aggression
Richter, David; Lehrl, Simone; Weinert, Sabine – Early Child Development and Care, 2016
The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental…
Descriptors: Elementary School Students, Developmental Psychology, Financial Support, Interdisciplinary Approach
Green, S.; Baker, B. – Journal of Intellectual Disability Research, 2011
Background: Parents' expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents' negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child's emotion…
Descriptors: Mental Retardation, Preschool Children, Social Development, Interpersonal Competence
Newland, Rebecca P.; Crnic, Keith A. – Infant and Child Development, 2011
The current study examined concurrent and longitudinal relations between maternal negative affective behaviour and child negative emotional expression in preschool age children with (n=96) or without (n=126) an early developmental risk, as well as the predictions of later behaviour problems. Maternal negative affective behaviour, child…
Descriptors: Socialization, Structural Equation Models, Affective Behavior, Mothers
Eshbaugh, Elaine M.; Peterson, Carla A.; Wall, Shavaun; Carta, Judith J.; Luze, Gayle; Swanson, Mark; Jeon, Hyun-Joo – Infant and Child Development, 2011
Warm and responsive parenting is optimal for child development, but this style of parenting may be difficult for some parents to achieve. This study examines how parents' observed warmth and their reported frequency of parent-child activities were related to children's classifications as having biological risks or a range of disability indicators.…
Descriptors: Poverty, Low Income Groups, Affective Behavior, Parent Child Relationship
Meagher, Susan M.; Arnold, David H.; Doctoroff, Greta L.; Dobbs, Jennifer; Fisher, Paige H. – Early Education and Development, 2009
Research Findings: The present longitudinal study investigated whether a range of social-emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and…
Descriptors: Symptoms (Individual Disorders), Interpersonal Competence, Longitudinal Studies, Young Children
Putnam, Samuel P.; Stifter, Cynthia A. – Child Development, 2005
In this study, 126 children were observed at 6 months, 12 months, and 2 years. During infancy, latencies to reach for novel objects were measured. At 2 years, positive and negative affect, and behavioral approach-inhibition to low- and high-intensity situations were coded, and mothers assessed behavior problems. Confirmatory factor analysis…
Descriptors: Infants, Child Behavior, Affective Behavior, Behavior Problems
Hill, Ashley L.; Degan, Kathryn A.; Calkins, Susan D.; Keane, Susan P. – Developmental Psychology, 2006
Although externalizing behavior typically peaks in toddlerhood and decreases by school entry, some children do not show this normative decline. A sample of 383 boys and girls was assessed at ages 2, 4, and 5 for externalizing behavior and at age 2 on measures of emotion regulation and inattention. A longitudinal latent profile analysis was…
Descriptors: Profiles, Behavior Problems, Gender Differences, Preschool Education
