The Impact of Program Structure on Cortisol Patterning in Children Attending Out-of-Home Child Care [0.03%]
入托儿童照护外机构安排对皮质醇节律的影响
Daniel S Lumian,Julia Dmitrieva,Marina M Mendoza et al.
Daniel S Lumian et al.
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 rela...
Home-School Differences in Beliefs, Support, and Control during Public Pre-kindergarten and their Link to Children's Kindergarten Readiness [0.03%]
家园信念、支持和控制差异在公共预习班中的作用及其与儿童入学准备的联系
Oscar A Barbarin,Jason Downer,Erica Odom et al.
Oscar A Barbarin et al.
This study examines the prevalence of home-school match in child-rearing beliefs and socialization practices (control and support) and their relation to ethnicity and readiness skills of children (n=310) making the transition from publicly ...
Does Head Start differentially benefit children with risks targeted by the program's service model? [0.03%]
“头起跑线”项目能否特别造福于该项目服务模式关注的风险儿童？
Elizabeth B Miller,George Farkas,Greg J Duncan
Elizabeth B Miller
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 t...
Children's Elicitation of Changes in Parenting during the Early Childhood Years [0.03%]
学龄前儿童唤起父母改变养育方式的影响因素研究
Arya Ansari,Robert Crosnoe
Arya Ansari
Using a subsample of the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; n = 1,550), this study identified parents who engaged in more developmentally problematic parenting-in the form of low investment, above average television wa...
Neighborhood Economic Disadvantage and Children's Cognitive and Social-Emotional Development: Exploring Head Start Classroom Quality as a Mediating Mechanism [0.03%]
学前教育班级质量在儿童认知和社会情感发展中的中介作用——基于弱势社区的调查研究
Dana Charles McCoy,Maia C Connors,Pamela A Morris et al.
Dana Charles McCoy et al.
Past research has shown robust relationships between neighborhood socioeconomic disadvantage and children's school achievement and social-emotional outcomes, yet the mechanisms for explaining these relationships are poorly understood. The p...
The Language and Literacy Development of Young Dual Language Learners: A Critical Review [0.03%]
幼儿双语学习者语言和读写能力发展的批判性回顾
Carol Scheffner Hammer,Erika Hoff,Yuuko Uchikoshi et al.
Carol Scheffner Hammer et al.
The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), parti...
Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence [0.03%]
基于叙事和游戏的活动对低收入幼儿口语、读写能力和社交能力的影响
Ageliki Nicolopoulou,Kai Schnabel Cortina,Hande Ilgaz et al.
Ageliki Nicolopoulou et al.
This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children's school readiness: narrative and other oral...
Early Exposure to Environmental Chaos and Children's Physical and Mental Health [0.03%]
早期接触环境混乱与儿童身心健康的关系
Rebekah Levine Coley,Alicia Doyle Lynch,Melissa Kull
Rebekah Levine Coley
Environmental chaos has been proposed as a central influence impeding children's health and development, with the potential for particularly pernicious effects during the earliest years when children are most susceptible to environmental in...
Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors [0.03%]
幼儿课堂参与度的日变化：与课堂和儿童因素的关系
Virginia E Vitiello,Leslie M Booren,Jason T Downer et al.
Virginia E Vitiello et al.
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, ou...
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms [0.03%]
网络介导的专业发展资源对预科班教师儿童互动的影响
Robert C Pianta,Andrew J Mashburn,Jason T Downer et al.
Robert C Pianta et al.
As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development ...