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Showing 1 to 15 of 27 results Save | Export
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Valentino, Kristin; McDonnell, Christina G.; Comas, Michelle; Nuttall, Amy K. – Journal of Cognition and Development, 2018
Reduced autobiographical memory specificity (AMS) has robust associations with psychopathology. As such, understanding the development of AMS (or its inverse, overgeneral autobiographical memory) and how it may be unique from other aspects of memory performance is important. In particular, it is unclear whether child AMS is distinct from…
Descriptors: Preschool Children, Preschool Education, Autobiographies, Memory
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Anderson, Sara; Phillips, Deborah – Developmental Psychology, 2017
We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…
Descriptors: Preschool Education, Kindergarten, Preschool Children, Young Children
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Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde – British Journal of Educational Psychology, 2017
Background: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. Aims: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study…
Descriptors: Preschool Teachers, Preschool Children, Teacher Student Relationship, Student Adjustment
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Hur, Eunhye; Jeon, Lieny; Buettner, Cynthia K. – Child & Youth Care Forum, 2016
Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether…
Descriptors: Preschool Teachers, Early Childhood Education, Teacher Attitudes, Developmentally Appropriate Practices
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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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Kao, C-P. – Journal of Computer Assisted Learning, 2016
This study examined whether self-directed learning readiness (SDLR) moderates the association between Internet self-efficacy and approaches to learning by web searching (ALWS). A total of 329 valid questionnaires were used for the correlation and path analysis. The results revealed that preschool teachers' SDLR significantly moderated the…
Descriptors: Learning Readiness, Correlation, Self Efficacy, Technological Literacy
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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Lau, Erica Y.; Saunders, Ruth P.; Beets, Michael W.; Cai, Bo; Pate, Russell R. – Health Education Research, 2017
Examining factors that influence implementation of key program components that underlie an intervention's success provides important information to inform the development of effective dissemination strategies. We examined direct and indirect effects of preschool capacity, quality of prevention support system and teacher characteristics on…
Descriptors: Preschool Education, Teacher Characteristics, Preschool Teachers, Recess Breaks
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Chen, Ru-Si – Turkish Online Journal of Educational Technology - TOJET, 2015
The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…
Descriptors: Preschool Teachers, Preservice Teachers, Technological Literacy, Surveys
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Hubert, Blandine; Guimard, Philippe; Florin, Agnès; Tracy, Alexis – Early Education and Development, 2015
Research Findings: Several recent studies carried out in the United States and abroad (i.e., Asia and Europe) have demonstrated that the ability of young children to regulate their behavior (including inhibitory control, working memory, attentional control) significantly predicts their academic achievement. The current study examined the…
Descriptors: Foreign Countries, Self Control, Academic Achievement, Nursery Schools
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Zhang, Xiao – Early Education and Development, 2015
Research Findings: Based on a short-term longitudinal sample of Chinese children, the present study examined the role of symptoms of anxiety and social withdrawal in dependency on teachers during the transition to nursery care. Children's dependency on their teachers was assessed first at 3 months after nursery entry (Time 1) and then at the end…
Descriptors: Foreign Countries, Preschool Children, Nursery Schools, Anxiety Disorders
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Hur, Eunhye; Buettner, Cynthia K.; Jeon, Lieny – Child & Youth Care Forum, 2015
Background: Recent studies have suggested that teachers' psychological attributes can be an indicator of teacher quality (Rimm-Kaufman and Hamre in "Dev Psychol" 45(4):958-972. doi: 10.1037/a0015861 , 2010), and teachers' child-centered beliefs have been associated with children's academic achievement (Burchinal and Cryer in "Early…
Descriptors: Teacher Attitudes, Teacher Influence, Beliefs, Child Behavior
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Walk, Anne; Matsuo, Hisako; Giovanoni, Alex – IAFOR Journal of Education, 2015
The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children's linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other…
Descriptors: Kindergarten, Preschool Children, Preschool Education, Bilingualism
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A. – Early Education and Development, 2016
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…
Descriptors: Preschool Children, Preschool Education, Educational Environment, School Readiness
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A. – Grantee Submission, 2016
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants…
Descriptors: Preschool Children, Preschool Education, Educational Environment, School Readiness
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