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Showing papers in "Early Childhood Research Quarterly in 2010"


Journal ArticleDOI
TL;DR: In this article, a spline regression analysis of data from an 11-state pre-kindergarten evaluation was performed to identify the level or threshold in quality of teacher-child interaction and intentional instruction related to better child outcomes.

701 citations


Journal ArticleDOI
TL;DR: In this article, the effects of early childhood education and care programs on the development of children have been investigated and the extent to which these programs could establish equal educational opportunities for children from different social backgrounds was evaluated.

576 citations


Journal ArticleDOI
TL;DR: In this paper, the authors consider how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income.

344 citations


Journal ArticleDOI
TL;DR: Examination of relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement inFirst grade.

329 citations


Journal ArticleDOI
TL;DR: This article examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's pre-kindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes.

254 citations


Journal ArticleDOI
TL;DR: This article examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading and found that teachers posed, on average, slightly more inferential question than literal questions.

254 citations


Journal ArticleDOI
TL;DR: Initial findings suggest that the inCLASS has the potential to provide an authentic, contextualized assessment of young children's classroom behaviors.

245 citations


Journal ArticleDOI
TL;DR: Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships, andpositive teacher- student relationships served as an compensatory factor for children with low task accuracy.

223 citations


Journal ArticleDOI
TL;DR: The authors investigated the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading, and found that rich explanations, initial L2 vocabulary and frequency of home reading make significant contributions to sophisticated word learning.

214 citations


Journal ArticleDOI
TL;DR: Only mother education, but not vocabulary during book-reading was related to children's later language, and these findings support the growing evidence on the importance of fathers in understanding children's early communication and language development.

182 citations


Journal ArticleDOI
TL;DR: Findings indicate that teachers reported using the curriculum fairly often and that they were observed to generally follow curricular lesson plans (adherence), and the quality of delivery, defined as the use of evidence-based teacher-child interactions for teaching literacy and language, was much lower.

Journal ArticleDOI
TL;DR: The authors investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade, finding that Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains.

Journal ArticleDOI
TL;DR: The Narrative Assessment Protocol (NAP) as discussed by the authors assesses children's language abilities within a narrative context, which examines five aspects of language: sentence structure, phrase structure, modifiers, nouns, and verbs.

Journal ArticleDOI
TL;DR: In this article, the authors discuss 10 major conclusions drawn from implementation research and 7 additional issues needing clarification, including the level of implementation achieved can have a strong influence on program outcomes, adaptation occurs frequently and may improve outcomes and many factors present across multiple ecological levels can affect the implementation process.

Journal ArticleDOI
TL;DR: Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains, and patterns differed by implementation dimension.

Journal ArticleDOI
TL;DR: The results showed that the intervention led to measurable improvements in both the overall quality of teachers’ language and literacy practices as well as those specific to working with Latino DLLs, and greater gains in children's phonological awareness skills in their primary language.

Journal ArticleDOI
TL;DR: In this article, a comprehensive literature review was undertaken, involving both a descriptive review and a meta-analysis, and 31 selected published articles each satisfied criteria for being an intervention study involving caregivers in its delivery to children between the ages of two to six years.

Journal ArticleDOI
TL;DR: In this article, a longitudinal, experimental-control design was used to test the hypothesis that native language instruction enhances English language learner's (ELL's) native language and literacy development without significant cost to English development.

Journal ArticleDOI
TL;DR: Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use, and significant positive relationships were found between years of experience, education and quality of intervention delivery.

Journal ArticleDOI
TL;DR: In this article, the authors examined the extent to which the quality of classroom interactions is stable over time and the extent that certain types of interactions set the stage for other types of interaction during the first two hours of a typical pre-k day.

Journal ArticleDOI
TL;DR: Pianta et al. as mentioned in this paper presented findings from a national sample of 2434 public school preschool teachers on the use of 25 transition practices to support the transition of young children into public-school preschool programs.

Journal ArticleDOI
TL;DR: In this article, a longitudinal study investigated associations between children's learning-related behaviors and literacy achievement in an ethnically diverse sample of low-income children throughout elementary school and found that children's literacy and learning related behaviors (e.g., working independently, seeking challenges) were assessed when they were in kindergarten or first grade and again in the third and fifth grades.

Journal ArticleDOI
TL;DR: Quality of care is an important factor in young children's wellbeing and HPA stress reactivity and lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day.

Journal ArticleDOI
TL;DR: Teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment, and teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation.

Journal ArticleDOI
TL;DR: Analysis of the process implementation measures collected across time revealed primarily stable trends across sites, and significant associations were found between measures of implementation and some of the child outcome variables.

Journal ArticleDOI
TL;DR: Examination of achievement within an arts enrichment preschool that served low-income children and a comparison to a nearby alternative on a measure of receptive vocabulary suggest that arts enrichment may advance educational outcomes for children at risk.

Journal ArticleDOI
TL;DR: The results of this study provide information on the applicability of ITERS-R to a new cultural and linguistic context, suggesting the need to enhance the quality of Portuguese programs serving toddlers.

Journal ArticleDOI
TL;DR: Directional indicators revealed that children attained greater skills when parents and teachers matched on child-centered beliefs, low control, and high support, which corroborate previous ethnographic studies showing higher rates of home-school mismatch among African Americans and Latinos than Euro Americans.

Journal ArticleDOI
TL;DR: Findings underscore the need to examine protective factors in research on the family process model and shed light on policy-amenable factors that potentially improve the early educational experiences of poor children.

Journal ArticleDOI
TL;DR: In this paper, the authors provide an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed.