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Wong, Mun; Power, Thomas G. – Early Education and Development, 2019
This longitudinal study examined the association between Chinese children's coping strategies and depressive symptoms within the context of the transition from preschool to primary school in Hong Kong. Research Findings: Principal component analyses of children's strategies for coping with stress during the transition to school revealed three…
Descriptors: Foreign Countries, Coping, Student Adjustment, Depression (Psychology)
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Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena – Early Education and Development, 2016
Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child…
Descriptors: Risk, Mothers, Parent Child Relationship, Economically Disadvantaged
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Swartz, Rebecca Anne; Speirs, Katherine Elizabeth; Encinger, Amy Johnson; McElwain, Nancy L. – Early Education and Development, 2016
Research Findings: Strong relationships among children, families, and early care and education (ECE) providers are key to quality infant-toddler care. These relationships are shaped during the initial transition period to group care. We used a mixed methods approach to (a) assess maternal perspectives on the transition to group care, (b) explore…
Descriptors: Mother Attitudes, Mixed Methods Research, Statistical Analysis, Preschool Children
Roberts, Amy; LoCasale-Crouch, Jennifer; Hamre, Bridget; DeCoster, Jamie – Early Education and Development, 2016
Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…
Descriptors: Depression (Psychology), Social Development, Emotional Development, Mental Health
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Buettner, Cynthia K.; Jeon, Lieny; Hur, Eunhye; Garcia, Rachel E. – Early Education and Development, 2016
Research Findings: Early care and education has pronounced implications for young children's social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers' personal social-emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and…
Descriptors: Early Childhood Education, Young Children, Social Development, Emotional Development
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Iluz, Reli; Adi-Japha, Esther; Klein, Pnina S. – Early Education and Development, 2016
Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child-staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study…
Descriptors: Teacher Student Ratio, Skill Development, Peer Relationship, Young Children
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Nievar, M. Angela; Moske, Amanda Kay; Johnson, Deborah Jean; Chen, Qi – Early Education and Development, 2014
Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth…
Descriptors: Parenting Styles, Family Environment, Self Control, Preschool Children
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Elicker, James; Wen, Xiaoli; Kwon, Kyong-Ah; Sprague, Jill B. – Early Education and Development, 2013
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8-35 months,…
Descriptors: Disadvantaged Youth, Preschool Education, Caregiver Child Relationship, Parent Background
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Carpenter, Johanna L.; Mendez, Julia – Early Education and Development, 2013
Research Findings: This study used a within-group research design and person-centered analytic methods to identify multidimensional profiles of parenting styles, parenting practices, and related emotional factors in a sample of 274 African American mothers recruited from Head Start programs in the northeastern and southeastern United States.…
Descriptors: Parenting Styles, African Americans, Mothers, Early Intervention
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LaForett, Dore R.; Mendez, Julia L. – Early Education and Development, 2010
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of…
Descriptors: Mothers, Early Childhood Education, Disadvantaged Youth, Parent Participation