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Direct linkBouchard, Caroline; Sylvestre, Audette; Forget-Dubois, Nadine – Educational Psychology, 2020
This study examined the moderating role of pragmatic language skills in the relationship between perceived prosociality and gender among children in two different educational contexts and age groups (n = 108 children in childcare centres, age 4-5; n = 113 children in kindergarten, age 5-6). In line with many other studies, the results showed that…
Descriptors: Gender Differences, Males, Prosocial Behavior, Preschool Teachers
Download full textKim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W. – Journal of Psychoeducational Assessment, 2019
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…
Descriptors: Preschool Children, Interaction, Teacher Student Relationship, Peer Relationship
West Virginia Department of Education, 2021
Beginning with the 2015-2016 school year, the West Virginia Department of Education (WVDE) partnered with the National Institute for Early Education Research (NIEER) and Marshall University to conduct a five-year study of the quality of the West Virginia Universal Pre-K (WV Pre-K) program. The study was designed to examine the effectiveness of the…
Descriptors: Longitudinal Studies, State Departments of Education, Educational Quality, Early Childhood Education
