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Bilingualism Changes Children's Beliefs about What Is Innate
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Byers-Heinlein, Krista; Garcia, Bianca – Developmental Science, 2015
Young children engage in essentialist reasoning about natural kinds, believing that many traits are innately determined. This study investigated whether personal experience with second language acquisition could alter children's essentialist biases. In a switched-at-birth paradigm, 5- and 6-year-old monolingual and simultaneous bilingual…
Descriptors: Beliefs, Childhood Attitudes, Bilingualism, Young Children
Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool
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Locke, Robin L.; Miller, Alison L.; Seifer, Ronald; Heinze, Justin E. – Developmental Psychology, 2015
This study examined contextually inappropriate (CI) anger in relation to emotion recognition and situation knowledge, negative social experiences, and externalizing behavior among low-income 4-year-olds attending Head Start (n = 134). Approximately 23% showed anger when presented with positive/neutral slides and videos (valence-incongruent CI…
Descriptors: Preschool Children, Psychological Patterns, Emotional Response, Peer Relationship
Integrative Consensus: A Systematic Approach to Integrating Comprehensive Assessment Data for Young Children with Behavior Problems
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Shernoff, Elisa S.; Hill, Carri; Danis, Barbara; Leventhal, Bennett L.; Wakschlag, Lauren S. – Infants and Young Children, 2014
Comprehensive assessments that include parents and teachers are essential when assessing young children vulnerable to emotional and behavioral problems given the multiple systems and contexts that influence and support optimal development (U. Bronfenbrenner & P. A. Morris, 2006; M. J. Guralnick, 2011). However, more data complicate clinical…
Descriptors: Behavior Problems, Evaluation Methods, Parent Role, Teacher Role
Proximal and Distal Features of Day Care Quality and Children's Development.
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Dunn, Loraine – Early Childhood Research Quarterly, 1993
Examined the efficacy of assessing proximal factors in day care, such as children's experiences, and distal factors, such as caregiver characteristics, in predicting children's development. Proximal and distal quality were equally effective predictors. The validity of the National Association for the Education of Young Children's guidelines on…
Descriptors: Child Development, Day Care, Developmentally Appropriate Practices, Educational Quality
Developmentally Appropriate Practices as Predictors of Self-Competence among Preschoolers.
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Jambunathan, Saigeetha; Burts, Diane C.; Pierce, Sarah H. – Journal of Research in Childhood Education, 1999
Investigated the relationship between developmentally appropriate practices in the classroom and preschoolers' perception of self-confidence. Found that developmentally appropriate practice influenced social development, and that teaching strategies, curriculum goals, motivation, and guidance of social-emotional development predicted peer…
Descriptors: Child Development, Developmentally Appropriate Practices, Outcomes of Education, Peer Acceptance
Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and Sex Differences.
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Hart, Craig H.; Burts, Diane C.; Durland, Mary Ann; Charlesworth, Rosalind; DeWolf, Michele; Fleege, Pamela O. – Journal of Research in Childhood Education, 1998
Investigated effect of classroom type (DAP versus DIP) on stress behaviors and activity participation of 102 preschool children as moderated by socioeconomic status (SES) and sex. Found twice the level of overall stress behavior in DIP classrooms, with lower SES children and males (during small motor/paper-and-pencil activities) exhibiting…
Descriptors: Class Activities, Classroom Environment, Developmentally Appropriate Practices, Predictor Variables
Predictors of Preschool Process Quality in a Chinese Context.
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Rao, Nirmala; Koong, Maggie; Kwong, Margaret; Wong, Margaret – Early Childhood Research Quarterly, 2003
This study examined predictors of process quality among Hong Kong preschools. Findings indicated significant intercorrelations among structural, management-related, and process measures of quality. Process quality (teacher-child interaction, curriculum goals) was higher in preschools exceeding government requirements for staff qualifications,…
Descriptors: Administrator Qualifications, Child Care, Child Caregivers, Developmentally Appropriate Practices