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Showing 1 to 15 of 943 results Save | Export
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Bell, Elizabeth R.; Greenfield, Daryl B.; Bulotsky-Shearer, Rebecca J. – Early Childhood Research Quarterly, 2013
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in…
Descriptors: School Readiness, Emergent Literacy, Preschool Children, Cognitive Development
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Huang, Francis L.; Invernizzi, Marcia A. – Early Childhood Research Quarterly, 2013
Young-for-grade students have been shown to receive lower grades and have a higher likelihood of retention compared to their oldest peers upon kindergarten entry. Our study of 1474 economically disadvantaged first-time kindergarteners investigates if preschool attendance may ameliorate some of the risks potentially associated with being…
Descriptors: Kindergarten, Emergent Literacy, Early Experience, Economically Disadvantaged
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Kemp, Coral; Kishida, Yuriko; Carter, Mark; Sweller, Naomi – Early Childhood Research Quarterly, 2013
The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in…
Descriptors: Disabilities, Interaction, Play, Group Activities
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White, Kelley Mayer – Early Childhood Research Quarterly, 2013
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher-child relationship may be important for…
Descriptors: Kindergarten, Conflict, Receptive Language, Language Acquisition
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Jung, Jeesun – Early Childhood Research Quarterly, 2013
Using a qualitative research approach, this article explores teachers' roles in infants' play and its changing nature in an infant group care setting. Three infant teachers in a child care center were followed over three months. Observations, interviews, ongoing conversations, emails, and reflective notes were used as data sources. Findings…
Descriptors: Teaching Methods, Play, Group Dynamics, Infants
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Suggate, Sebastian P.; Schaughency, Elizabeth A.; Reese, Elaine – Early Childhood Research Quarterly, 2013
Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or…
Descriptors: Reading Achievement, Reading Instruction, Reading Comprehension, Reading Fluency
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Zhang, Xiao – Early Childhood Research Quarterly, 2013
Using a two-year and three-wave cross-lagged design with a sample of 118 Chinese preschoolers, the present study examined bidirectional longitudinal relations between father-child relationships and children's social competence. The results of structural equation modeling showed bidirectional effects between father-child conflict and social…
Descriptors: Conflict, Interpersonal Competence, Preschool Children, Fathers
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Aram, Dorit; Fine, Yaara; Ziv, Margalit – Early Childhood Research Quarterly, 2013
The study examined the efficacy of an intervention designed to promote parents' and preschoolers' references to storybooks' plot and socio-cognitive themes during shared reading within a sample of 58 families from low-SES background. All parents were given four books, one new book weekly, and were instructed to read each book four times per week…
Descriptors: Intervention, Social Cognition, Control Groups, Preschool Children
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Stone, Lisanne L.; Giletta, Matteo; Brendgen, Mara; Otten, Roy; Engels, Rutger C. M. E.; Janssens, Jan M. A. M. – Early Childhood Research Quarterly, 2013
A key factor identified in friendship formation and stability is similarity. Homophily of externalizing problems has been reported frequently, but less attention has been directed at homophily of internalizing problems. Whether young children who are friends resemble each other in their internalizing problems is thus largely unknown. In order to…
Descriptors: Risk, Etiology, Friendship, Young Children
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West, Katara K.; Mathews, Brittany L.; Kerns, Kathryn A. – Early Childhood Research Quarterly, 2013
Although mother-child attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother-child attachment and cognitive performance in middle childhood (the latter in terms of both academic…
Descriptors: Attachment Behavior, Parent Child Relationship, Mothers, Intelligence Quotient
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Johnson, Stacy R.; Seidenfeld, Adina M.; Izard, Carroll E.; Kobak, Roger – Early Childhood Research Quarterly, 2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start…
Descriptors: Prevention, Prosocial Behavior, Behavior Development, Depression (Psychology)
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Allan, Nicholas P.; Lonigan, Christopher J.; Wilson, Shauna B. – Early Childhood Research Quarterly, 2013
Temperament is a developmentally important construct, hierarchically comprised of several lower-order dimensions subsumed under effortful control, negative affectivity, and surgency. The Children's Behavior Questionnaire-Very Short Form (CBQ-VSF) was developed as a brief measure of the higher-order factors of temperament to aid researchers in…
Descriptors: Measures (Individuals), Psychometrics, Preschool Children, Questionnaires
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McClelland, Megan M.; Acock, Alan C.; Piccinin, Andrea; Rhea, Sally Ann; Stallings, Michael C. – Early Childhood Research Quarterly, 2013
This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence…
Descriptors: Reading Achievement, Persistence, Outcomes of Education, Educational Attainment
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Hatfield, Bridget E.; Hestenes, Linda L.; Kintner-Duffy, Victoria L.; O'Brien, Marion – Early Childhood Research Quarterly, 2013
Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic-pituitary-adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement…
Descriptors: Child Care, Anatomy, Preschool Children, Educational Assessment
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Palacios, Jesus; Moreno, Carmen; Roman, Maite – Early Childhood Research Quarterly, 2013
A growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children's social competence and their integration into peer…
Descriptors: Children, Adoption, Peer Groups, Interpersonal Competence
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