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Direct linkKaren L. Bierman; Brenda S. Heinrichs; Janet A. Welsh; Damon E. Jones; D. Max Crowley – Child Development, 2025
This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M[subscript age] = 4.49 years) were recruited from Head Start classrooms which were randomized to…
Descriptors: Preschool Education, Outcomes of Education, High School Students, Longitudinal Studies
Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E. – Child Development, 2017
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Descriptors: Randomized Controlled Trials, Attachment Behavior, Teacher Student Relationship, Student Behavior
Little Pitchers Use Their Big Ears: Preschoolers Solve Problems by Listening to Others Ask Questions
Mills, Candice M.; Danovitch, Judith H.; Grant, Meridith G.; Elashi, Fadwa B. – Child Development, 2012
Children ask questions and learn from the responses they receive; however, little is known about how children learn from listening to others ask questions. Five experiments examined preschoolers' ("N" = 179) ability to solve simple problems using information gathered from listening to question-and-answer exchanges between 2 parties present in the…
Descriptors: Preschool Children, Listening, Information Seeking, Inquiry
Choe, Daniel E.; Olson, Sheryl L.; Sameroff, Arnold J. – Child Development, 2014
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool-age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle-class children at ages 3, 5, and 10. Effortful control was assessed via…
Descriptors: Correlation, Behavior Problems, Depression (Psychology), Symptoms (Individual Disorders)
Bierman, Karen L.; Nix, Robert L.; Heinrichs, Brenda S.; Domitrovich, Celene E.; Gest, Scott D.; Welsh, Janet A.; Gill, Sukhdeep – Child Development, 2014
One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten…
Descriptors: Early Childhood Education, Federal Programs, Preschool Children, School Readiness
Chemtob, Claude M.; Nomura, Yoko; Rajendran, Khushmand; Yehuda, Rachel; Schwartz, Deena; Abramovitz, Robert – Child Development, 2010
To evaluate whether conjoined maternal posttraumatic stress disorder (PTSD) and depression are associated with increased behavioral problems among terrorism-exposed preschool children (N = 116; 18-54 months), this study compared clinically significant child behavioral problem rates among the preschool children of mothers with PTSD and depression,…
Descriptors: Behavior Problems, Terrorism, Aggression, Mothers
Putnam, Samuel P.; Stifter, Cynthia A. – Child Development, 2005
In this study, 126 children were observed at 6 months, 12 months, and 2 years. During infancy, latencies to reach for novel objects were measured. At 2 years, positive and negative affect, and behavioral approach-inhibition to low- and high-intensity situations were coded, and mothers assessed behavior problems. Confirmatory factor analysis…
Descriptors: Infants, Child Behavior, Affective Behavior, Behavior Problems
