Showing papers in "Early Childhood Research Quarterly in 1986"

TL;DR: The High/Scope Preschool Curriculum study as discussed by the authors traces the effects on young people through age 15 of three well-implemented preschool curriculum models, i.e., the high/Scope model, the Distar model, and a model in the nursery school tradition.

TL;DR: The authors provided a brief overview of some of the diverse approaches that have evolved to define and measure work attitudes and presented a conceptual framework for understanding how the many facets of job satisfaction interrelate.

TL;DR: This paper found that 3-and 4-year-old children from a variety of backgrounds who were enrolled in a preschool program with planned sociodramatic play opportunities and play tutoring would demonstrate greater than expected language development.

TL;DR: Results of the study revealed that, while the subjective impressions of day care were similar for mothers regardless of caregiver evaluation of them, the objective reality of dayCare for mothers—as represented by demographic characteristics, conformity to center rules and procedures, childrearing values and beliefs, and communication with center staff—was different.

TL;DR: In this article, a case study method was used to investigate the reading development of six preschool children who learned to read at home without systematic intruction and the role of the parents in these children's early reading acquisition.

TL;DR: The authors examined the reliability and construct validity of the Early Childhood Classroom Observation, a rating scale used to measure the quality of young children's experiences in programs seeking accreditation by the National Academy of Early Childhood Programs, a division of the National Association for the Education of Young Children.

TL;DR: A review of microcomputer use by preschool-age children is presented in this article, concluding that there is a general lack of congruence between the actual research findings and the numerous "pronouncements and speculations" about microcomputer effects.

TL;DR: In this paper, the relative strengths of mothers' education, parenting styles, and children's experience of preschool in predicting children's verbal attainment scores were assessed using data derived from a cohort of children born in England, Wales and Scotland in March of 1946 (N = 5,362).

TL;DR: To incorporate minimal training requirements into licensing standards for day care homes and to continue research on how different kinds of amounts of training influence the quality of care in day care Homes and providers' interest in training are recommended.

TL;DR: In this article, the effect of preschool environmental factors, or "setting events", on peer interaction has received little attention from investigators studying factors related to social competence, and the authors found that the behavior of the preschool teacher is a potent setting event with regard to peer interaction.

TL;DR: In this paper, a shared book experience is defined as the situation in which a group of two or three children sit close enough to an adult to see the print as a book is read.

TL;DR: In this paper, six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers and compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations.

TL;DR: This article found that the most common causes of children's crying were peer related, and that children who responded more frequently were also those who themselves cried more, while the frequency of negative (chastising) responses was correlated with that of prosocial responses.

TL;DR: An overview of economic evaluation is provided and three of the best-known examples are reviewed, hoping that the information presented will help to improve economic evaluations through review and criticism and to design research on early intervention practice and efficacy that will improve the basic data on which economic evaluations rely.

TL;DR: In this article, the relation between mother's age and measures of maternal behavior reflecting verbal responsivity, punitiveness, and instrumental support for intellectual development was examined using a sample of 158 low-income black women and their infants.

TL;DR: A procedure was designed and used for quickly and informally assessing young children's knowledge of letter-sound correspondences using an “invented spelling” task, with the emphasis on obtaining information for use in classrooms where children's experimentation with, and individual progress in, writing are encouraged.

TL;DR: This discussion examines issues concerning the long-term effects of preschool experiences and suggests that the value of early education will vary as a function of a matrix of factors including program quality, the vulnerability of individual children, and family needs.

TL;DR: The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day model infant—toddler program to support an ecological model of substantial intersection and cross-influence between home and day care settings.

TL;DR: The authors reviewed past research in the area of early childhood education, pointed out current realities, and suggested future possibilities for investigation, while research questions in the field abound, many impediments to the conduct of research now exist.

TL;DR: In this paper, two tests, designed to assess ideational fluency through different response modes, were administered to 24 middle-class preschool children, and significant intercorrelations among the subtests of each instrument demonstrated construct validity, and concurrent validity was established with Spearman rank-order correlations between the scores of the two tests.

TL;DR: Support from extended family was associated with better social functioning of divorced-family children, whereas support from day care center staff was related to better cognitive performance.

TL;DR: In this paper, the structure of young children's social comparison exchanges in two preschool settings was analyzed, and several categories of antecedent, social comparison, and consequent events were found to be systematically related.

TL;DR: In this article, a study of growth in literacy was conducted over a 5-month period in a preschool classroom in which half of the enrollees were Head Start children and the other half were tuition students.

TL;DR: This article studied the effects of parental intrusiveness on a subsequent task, and found that children of directive parents performed best on subsequent generalization task, even in this prolonged nonspecific learning situation, in which parents were encouraged to proceed at the child's pace.

TL;DR: The authors analyzed the relative frequency of analogical responses to questions in three groups: 15 inner city black preschoolers, 15 inner-city white preschoolers and 15 mainstream white preschooler.