Showing papers in "Early Childhood Research Quarterly in 2011"

TL;DR: Testing the impact of two expressive language skills - spoken vocabulary and talkativeness - on the growth of toddlers' self-regulation reveals that, even in early development, words are tools that can be applied to the task of self- regulation, and may be a more necessary tool for boys than for girls at this age.

TL;DR: This paper examined the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children and found that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income and children's age, sex, and receptive vocabulary skills.

TL;DR: Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name- writing skills at the end of the preschool year.

TL;DR: The authors examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers' use of descriptive praise and whether increased use of such praise was associated with changes in classroom-wide measures of child engagement and challenging behavior.

TL;DR: This article examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school and found that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring.

TL;DR: This paper used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills for preschoolers who are at risk for academic difficulties.

TL;DR: African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers and the overall models did not differ by race/ethnicity, except for physical play.

TL;DR: The results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool).

TL;DR: A call is made to expand and improve methods for evaluating home visitation, and to view home visitation as a component of a comprehensive system of child and family supports, rather than as a stand-alone model of intervention.

TL;DR: In this article, the authors examined connections between child shyness, effortful control, and gender and teacher-child relationship quality in third grade directly and indirectly through the frequency of teacher-and child-initiated interactions in 3rd grade.

TL;DR: This paper examined the relationship between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes for an entire cohort of four-year-old Head Start children and found that preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points.

TL;DR: There is a benefit to increasing the dose or dose frequency of the print referencing intervention, but increasing both aspects of intervention intensity appeared to have a diminishing benefit to children's learning.

TL;DR: In this paper, the authors test a model of adult-child play interactions in preschool classrooms, based on the work of Vygotsky and neo-Vygotskian scholars.

TL;DR: The CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources and decreased teachers' confidence in behavior management, but did not find significant moderation effects of teacher race/ ethnicity, education, teaching experience, or teacher type.

TL;DR: For example, the authors found that children's emotional and behavioral responses to challenge were important indicators of school success, and observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame and persistence predicted children's social skills and learning-related behaviors.

TL;DR: In this article, the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity were examined in Early Head Start families.

TL;DR: In this article, the quality of 30 pre-primary schools in rural Bangladesh was evaluated using the ECERS-R (Early Childhood Environment Rating Scale - Revised) and ECERS E (ECERS-E) and the results indicated that the quality improved overall from 3.50 to 5.24 in 2008.

TL;DR: Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients' using formal child care arrangements more often than non-recipients.

TL;DR: This paper investigated the effects of the Madrasa Resource Center (MRC), a child-centered intervention program, on East-African (Kenya, Zanzibar, and Uganda) preschool children's cognitive development.

TL;DR: This article examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten and found that the more instructional support was evidenced in the classroom, the less children were rated as showing taskavoidant behaviour.

TL;DR: In this article, the authors investigated the predictive role of English letter naming fluency, initial sound fluency and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency.

TL;DR: Wang et al. as mentioned in this paper examined the associations between parent-child and teacher-child relationships and how the associations were moderated by children's preschool experiences and mediated by their social competence.

TL;DR: In this paper, a model was used to predict preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds.

TL;DR: In this paper, at risk families' control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables, and strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.

TL;DR: In this article, the authors evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turntaking skills, and taught children to repair and revise and to avoid interruptions and overlaps.

TL;DR: This article investigated changes in the production of temporal terms over the preschool years, and found that use and command emerge at different ages for different terms for different timeframes and words representing the present and very general temporal terms.

TL;DR: The authors examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework and found that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices.

TL;DR: The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports.

TL;DR: The authors investigated the relation among preschool teachers' behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers' behaviour management and children' emergent language development.

TL;DR: Multilevel structural equation modeling revealed that programs with higher proportions of low- Income families tend to have lower observed quality than programs with a higher proportion of non-low-income families.