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Early Childhood Research Quarterly

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https://www.readbyqxmd.com/read/29795711/growth-in-inhibitory-control-among-low-income-ethnic-minority-preschoolers-a-group-based-modeling-approach
#1
Daniel Pacheco, Margaret Owen, Margaret Caughy
The emergence of self-regulation skills such as inhibitory control in children is an important developmental process associated with adjustment across multiple domains. Individual differences in inhibitory control are associated with family socioeconomic status but have not been studied in relation to variations in risk found within a low-income (i.e., high risk) sample ( N = 407). Using a group-based modeling approach, change in inhibitory control was examined from 30 to 42 months of age in a sample of low-income Hispanic and African-American children...
2018: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/29403148/longitudinal-associations-between-self-regulation-and-the-academic-and-behavioral-adjustment-of-young-children-born-preterm
#2
Janean E Dilworth-Bart, Julie A Poehlmann-Tynan, Amy Taub, Carolyn A Liesen, Daniel Bolt
Much of the research to date about the structure of self-regulation in early childhood has been conducted with low medical risk samples, with the general conclusion that self-regulation can be separated into overlapping executive function and effortful control factors that differentially predict child outcomes. We examined the factor structure of 36-month self-regulation among children born prematurely ( n = 168) and the extent to which self-regulation predicted maternal ratings of children's socioemotional and academic competence when they were six years of age...
2018: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/29391663/using-the-early-childhood-environment-rating-scale-revised-in-high-stakes-contexts-does-evidence-warrant-the-practice
#3
Claude Messan Setodji, Diana Schaack, Vi-Nhuan Le
Increasingly, states establish different thresholds on the Early Childhood Environment Rating Scale-Revised (ECERS-R), and use these thresholds to inform high-stakes decisions. However, the validity of the ECERS-R for these purposes is not well established. The objective of this study is to identify thresholds on the ECERS-R that are associated with preschool-aged children's social and cognitive development. Applying non-parametric modeling to the nationally-representative Early Childhood Longitudinal Study Birth Cohort (ECLS-B) dataset, we found that once classrooms achieved a score of 3...
2018: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/29276338/rural-families-use-of-multiple-child-care-arrangements-from-6-to-58-months-and-children-s-kindergarten-behavioral-and-academic-outcomes
#4
Mary E Bratsch-Hines, Irina Mokrova, Lynne Vernon-Feagans
Non-parental child care prior to kindergarten is a normative experience for the majority of children in the United States, with children commonly experiencing multiple arrangements, or more than one concurrent child care arrangement. The experience of multiple arrangements has predominantly been shown to be negatively related to young children's health and behavioral outcomes. The present study examined the use of multiple concurrent arrangements for children in the Family Life Project, a representative sample of families living in six high-poverty rural counties...
2017: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/28970649/impacts-of-a-literacy-focused-preschool-curriculum-on-the-early-literacy-skills-of-language-minority-children
#5
J Marc Goodrich, Christopher J Lonigan, Jo Ann M Farver
Spanish-speaking language-minority (LM) children are at an elevated risk of struggling academically and display signs of that risk during early childhood. Therefore, high-quality research is needed to identify instructional techniques that promote the school readiness of Spanish-speaking LM children. The primary purpose of this study was to evaluate the effectiveness of an intervention that utilized an experimental curriculum and two professional development models for the development of English and Spanish early literacy skills among LM children...
2017: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/28919666/the-selection-of-preschool-for-immigrant-and-native-born-latino-families-in-the-united-states
#6
Arya Ansari
With the national push to expand preschool education, there has been growing interest in understanding why Latino families are enrolled in preschool at lower rates than non-Latino families. This study applied the accommodations model by Meyers and Jordan (2006) to the Early Childhood Longitudinal Study-Birth Cohort ( n = 5,850) to provide a more nuanced understanding of the preschool selection of U.S.- and foreign-born Latino families. Results from this investigation underscored the similarities and differences that existed in the selection behaviors of different groups of families, while also highlighting important differences within the Latino population...
2017: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/28684888/elementary-students-effortful-control-and-academic-achievement-the-mediating-role-of-teacher-student-relationship-quality
#7
Maciel M Hernández, Carlos Valiente, Nancy Eisenberg, Rebecca H Berger, Tracy L Spinrad, Sarah K VanSchyndel, Kassondra M Silva, Jody Southworth, Marilyn S Thompson
This study evaluated the association between effortful control in kindergarten and academic achievement one year later ( N = 301), and whether teacher-student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful control, and teachers reported on their perceived levels of closeness and conflict with students. Students completed the passage comprehension and applied problems subtests of the Woodcock-Johnson tests of achievement, as well as a behavioral measure of effortful control...
2017: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/28348456/positively-biased-processing-of-mother-s-emotions-predicts-children-s-social-and-emotional-functioning
#8
Meghan Rose Donohue, Sherryl H Goodman, Erin C Tully
Risk for internalizing problems and social skills deficits likely emerges in early childhood when emotion processing and social competencies are developing. Positively biased processing of social information is typical during early childhood and may be protective against poorer psychosocial outcomes. We tested the hypothesis that young children with relatively less positively biased attention to, interpretations of, and attributions for their mother's emotions would exhibit poorer prosocial skills and more internalizing problems...
2017: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/27158187/do-thin-overweight-and-obese-children-have-poorer-development-than-their-healthy-weight-peers-at-the-start-of-school-findings-from-a-south-australian-data-linkage-study
#9
Anna Pearce, Daniel Scalzi, John Lynch, Lisa G Smithers
Little is known about the holistic development of children who are not healthy-weight when they start school, despite one fifth of preschool-aged children in high income countries being overweight or obese. Further to this, there is a paucity of research examining low body mass index (BMI) in contemporary high-income populations, although evidence from the developing world demonstrates a range of negative consequences in childhood and beyond. We investigated the development of 4-6 year old children who were thin, healthy-weight, overweight, or obese (as defined by BMI z-scores) across the five domains of the Australian Early Development Census (AEDC): Physical Health and Wellbeing, Social Competence, Emotional Maturity, Language and Cognitive Skills, and Communication Skills and General Knowledge...
March 2, 2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/29720785/household-chaos-and-children-s-cognitive-and-socio-emotional-development-in-early-childhood-does-childcare-play-a-buffering-role
#10
Daniel Berry, Clancy Blair, Michael Willoughby, Patricia Garrett-Peters, Lynne Vernon-Feagans, W Roger Mills-Koonce
Evidence suggests that household chaos is associated with less optimal child outcomes. Yet, there is an increasing indication that children's experiences in childcare may buffer them against the detrimental effects of such environments. Our study aims were to test: (1) whether children's experiences in childcare mitigated relations between household chaos and children's cognitive and social development, and (2) whether these (conditional) chaos effects were mediated by links between chaos and executive functioning...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/27330247/the-role-of-household-chaos-in-understanding-relations-between-early-poverty-and-children-s-academic-achievement
#11
Patricia T Garrett-Peters, Irina Mokrova, Lynne Vernon-Feagans, Michael Willoughby, Yi Pan
The following prospective longitudinal study used an epidemiological sample (N = 1,236) to consider the potential mediating role of early cumulative household chaos (6-58 months) on associations between early family income poverty (6 months) and children's academic achievement in kindergarten. Two dimensions of household chaos, disorganization and instability, were examined as mediators. Results revealed that, in the presence of household disorganization (but not instability) and relevant covariates, income poverty was no longer directly related to academic achievement...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/27057084/which-preschool-mathematics-competencies-are-most-predictive-of-fifth-grade-achievement
#12
Tutrang Nguyen, Tyler W Watts, Greg J Duncan, Douglas H Clements, Julie S Sarama, Christopher Wolfe, Mary Elaine Spitler
In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26949286/classroom-quality-at-pre-kindergarten-and-kindergarten-and-children-s-social-skills-and-behavior-problems
#13
Martine L Broekhuizen, Irina L Mokrova, Margaret R Burchinal, Patricia T Garrett-Peters
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26941476/effects-of-a-responsiveness-focused-intervention-in-family-child-care-homes-on-children-s-executive-function
#14
Emily C Merz, Susan H Landry, Ursula Y Johnson, Jeffrey M Williams, Kwanghee Jung
Caregiver responsiveness has been theorized and found to support children's early executive function (EF) development. This study examined the effects of an intervention that targeted family child care provider responsiveness on children's EF. Family child care providers were randomly assigned to one of two intervention groups or a control group. An intervention group that received a responsiveness-focused online professional development course and another intervention group that received this online course plus weekly mentoring were collapsed into one group because they did not differ on any of the outcome variables...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26900255/child-care-enrollment-decisions-among-dual-language-learner-families-the-role-of-spanish-language-instruction-in-the-child-care-setting
#15
Elizabeth B Miller
Data from the Head Start Impact Study (N = 1,141) and the Head Start Family and Child Experiences Survey, 2009 Cohort (N = 825) were used to describe child care enrollment decisions among Spanish-speaking Dual Language Learner (DLL) families. In particular, logistic regression models tested which child, family, and institutional characteristics predicted enrollment in early care and education (ECE) settings that used Spanish for instruction versus enrollment in settings that did not use Spanish. Results showed that whether the child's first language was exclusively Spanish and whether other DLL families previously attended the ECE arrangement strongly predicted whether that child enrolled...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26807002/cross-language-associations-in-the-development-of-preschoolers-receptive-and-expressive-vocabulary
#16
Michelle F Maier, Natalie L Bohlmann, Natalia A Palacios
The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26568654/the-impact-of-program-structure-on-cortisol-patterning-in-children-attending-out-of-home-child-care
#17
Daniel S Lumian, Julia Dmitrieva, Marina M Mendoza, Lisa S Badanes, Sarah Enos Watamura
Full-day center-based child care has repeatedly been associated with rising levels of cortisol, a hormone that helps the body manage challenge, across the day at child care. This article presents findings from two studies examining the relationship between child care program structure (number of days per week, and hours per day) and cortisol production across the day. Study 1 presents findings comparing cortisol production in 3- to 5-year-old children enrolled in either full-day ( N = 55) or half-day ( N = 63) Head-Start-funded programs...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/26379369/does-head-start-differentially-benefit-children-with-risks-targeted-by-the-program-s-service-model
#18
Elizabeth B Miller, George Farkas, Greg J Duncan
Data from the Head Start Impact Study (N = 3540) were used to test for differential benefits of Head Start after one program year and after kindergarten on pre-academic and behavior outcomes for children at risk in the domains targeted by the program's comprehensive services. Although random assignment to Head Start produced positive treatment main effects on children's pre-academic skills and behavior problems, residualized growth models showed that random assignment to Head Start did not differentially benefit the pre-academic skills of children with risk factors targeted by the Head Start service model...
2016: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/27773964/technology-assisted-interventions-for-parents-of-young-children-emerging-practices-current-research-and-future-directions
#19
Cristin M Hall, Karen L Bierman
Technology can potentially expand the reach and cut the costs of providing effective, evidence-based interventions. This paper reviews existing publications that describe the application and evaluation of technology-assisted interventions for parents of young children. A broad review of the early childhood literature revealed 48 studies describing technology-assisted parent education and interventions. Across these studies, multiple forms of technology were used, including web-based platforms, discussion forums, mobile devices, and video conferencing...
2015: Early Childhood Research Quarterly
https://www.readbyqxmd.com/read/27279678/effects-of-parent-and-child-pre-intervention-characteristics-on-child-skill-acquisition-during-a-school-readiness-intervention
#20
Erin T B Mathis, Karen L Bierman
200 preschool children in Head Start (55% girls; 20% Hispanic, 25% African-American, 55% European American; M age = 4.80 years old) participated in a randomized-controlled trial of a home visiting intervention designed to promote their emergent literacy skills (the Research-based Developmentally Informed parent [REDI-P] program). This study explored concurrent changes in levels of parent support and child literacy skills that occurred over the course of the intervention, and examined the impact of pre-intervention parent support and child literacy skills as potential moderators of parent and child outcomes...
2015: Early Childhood Research Quarterly
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