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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten
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Brock, Laura L.; Curby, Timothy W. – Early Education and Development, 2014
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support…
Descriptors: Preschool Teachers, Preschool Children, Kindergarten, Teacher Student Relationship
Relations among Teachers' Emotion Socialization Beliefs and Practices and Preschoolers' Emotional Competence
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Morris, Carol A. S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W. – Early Education and Development, 2013
Research Findings: Utilizing a 3-part model of emotion socialization that included modeling, contingent responding, and teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multilevel analyses…
Descriptors: Correlation, Emotional Development, Socialization, Preschool Teachers
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
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Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. – Early Education and Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…
Descriptors: Teacher Student Relationship, Achievement Gains, Academic Achievement, Interpersonal Competence
Assistant Teachers in Head Start Classrooms: Comparing to and Working with Lead Teachers
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Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine – Early Education and Development, 2012
Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…
Descriptors: Teacher Aides, Comparative Analysis, Preschool Teachers, Federal Programs
Benefits of an Intervention Focused on Oddity and Seriation
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Kidd, Julie K.; Curby, Timothy W.; Boyer, Caroline E.; Gadzichowski, K. Marinka; Gallington, Deborah A.; Machado, Jessica A.; Pasnak, Robert – Early Education and Development, 2012
Research Findings: A total of 72 Head Start children (M age = 53.26 months, SD = 5.07) were randomly assigned to 4 conditions. Some were taught the oddity principle (choosing the object that differs from others in a group) and seriation (ordering objects on a dimension and inserting new objects into such orders), which are forms of thinking that…
Descriptors: Art Activities, Disadvantaged Youth, Economically Disadvantaged, Cognitive Development
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
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Curby, Timothy W.; LoCasale-Crouch, Jennifer; Konold, Timothy R.; Pianta, Robert C.; Howes, Carollee; Burchinal, Margaret; Bryant, Donna; Clifford, Richard; Early, Diane; Barbarin, Oscar – Early Education and Development, 2009
Research Findings: Recent evidence suggests that children benefit from pre-K programs in terms of both academic and social skills and that this growth is predicted by the quality of the interactions teachers have with students. Prior cluster analysis revealed 5 distinct quality profiles of teacher-child interactions in pre-kindergarten based on…
Descriptors: Achievement Gains, Academic Achievement, Multivariate Analysis, Concept Formation