Showing papers in "Early Childhood Research Quarterly in 2000"

TL;DR: The authors examined teachers' judgments of the prevalence and types of problems children present upon entering kindergarten and found that up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition.

TL;DR: This paper examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work related skills.

TL;DR: This paper examined the effects of storybook reading on the acquisition of vocabulary of 36 preschool children who had poor expressive vocabulary skills, averaging 13 months behind chronological age, and found that children with limited vocabularies learned new vocabulary from shared book-reading episodes.

TL;DR: Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees.

TL;DR: A critical meta-analytic review of state preschool evaluations offers modest support for positive impacts in improving children’s developmental competence in a variety of domains, improving later school attendance and performance, and reducing subsequent grade retention.

TL;DR: In this article, a mail survey was conducted with 196 randomly selected family day care providers and child care center workers residing in the state of Maryland (response rates were 76.6% and 70.5%, respectively).

TL;DR: The authors compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry.

TL;DR: McWilliam et al. as discussed by the authors investigated patterns of teachers' interaction behaviors in early childhood classrooms and identified four homogenous interaction clusters using cluster analysis techniques, including high ratings on elaborating and low ratings on redirecting behaviors.

TL;DR: In this article, the effects of classroom music instruction featuring the keyboard on the spatial-temporal reasoning of kindergarten children were investigated. But the results were limited to two 4-month intervals and the results showed that the keyboard group scored significantly higher than the no music group on both spatialtemporal tasks after 4 months of lessons.

TL;DR: How center selection can be seen as one element of a broader parental agenda, linked to parents’ acculturation to middle-class Anglo commitments and involving the task of getting one’s child ready for school is discussed.

TL;DR: Young children’s play interactions and beliefs in inclusive preschool settings were examined and showed a tendency for children without disabilities to engage in more cooperative play and less solitary play and onlooking behavior than did their peers with disabilities.

TL;DR: In this article, the authors examined the effect of developmentally appropriate teaching practices on the academic achievement of kindergarten and first grade children attending urban schools and found that the more appropriate classrooms for letter/word identification and applied problems had higher achievement.

TL;DR: The quality of mother-child interaction was significantly associated with the mother’s communication with her child-care provider about her child, and mothers who engaged in more partnership behavior with their providers were more supportive and sensitive with their children.

TL;DR: In this article, the authors examined teaching phonemic awareness by embedding sound talk within meaningful literacy experiences of shared reading and writing, and found that such naturalistic instruction led to gains in phonemic aware compared to a no-treatment control group.

TL;DR: The study suggests that the combination of case management and parenting education, delivered through home visits, is not an effective means of improving developmental outcomes for low-income children.

TL;DR: The Comprehensive Child Development Program (CCDP) as mentioned in this paper was a demonstration project designed to test a specific model of service delivery for young children and families in poverty, but the evaluation failed to show strong impacts.

TL;DR: Empirical evidence is provided demonstrating why some of the family selection issues that should be considered in child care research and the impact on conclusions from regression analyses that include highly correlated measures of child care experiences, nonrepresentative samples, and family covariates with bi-directional effects on child care quality.

TL;DR: In this paper, the authors developed, test, and validate a model that identifies the characteristics and beliefs of teachers and aides, and the classroom structural dimensions associated with Head Start classroom quality.

TL;DR: The article argues for the expectations of after-school programs for low-income children to be kept modest, commensurate with both their modest means and distinct role in children’s lives.

TL;DR: Results indicate that relatively few programs use continuity of caregivers for infants and even fewer use it for toddlers; the majority of programs consider children’s attainment of developmental milestones, their age, and the space available in the next class when deciding when to transition infants and toddlers to new classes.

TL;DR: Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment and the children in their care madesignificant gains in complex social and cognitive play from pre- to post-training.

TL;DR: In this paper, the authors investigated the effects of program auspice (nonprofit vs. profit child care), adult-to-child ratios (1:4.6 −1:8.7), and age span of the child care class on teaching and children's social and cognitive achievement.

TL;DR: Fathers’ perceptions of children’s social difficulties became more congruent with teachers' perceptions across first grade if children were in high- but not low-stratified classrooms, and there was no evidence that teachers who tended to see more stratification among child intelligence were more accurate in their perceptions.