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Direct linkDomitrovich, Celene E.; Durlak, Joseph A.; Staley, Katharine C.; Weissberg, Roger P. – Child Development, 2017
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and…
Descriptors: Social Development, Emotional Development, Screening Tests, Intervention
Chor, Elise – Child Development, 2018
One-quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3- and 4-year-olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full-sample HSIS findings, Head Start has large,…
Descriptors: Preschool Education, Disadvantaged Youth, Mothers, Social Development
Paul Boxer; L. Rowell Huesmann; Eric F. Dubow; Simha F. Landau; Shira Dvir Gvirsman; Khalil Shikaki; Jeremy Ginges – Child Development, 2013
Bronfenbrenner's (1979) ecological model proposes that events in higher order social ecosystems should influence human development through their impact on events in lower order social ecosystems. This proposition was tested with respect to ecological violence and the development of children's aggression via analyses of 3 waves of data (1 wave…
Descriptors: Foreign Countries, Violence, Conflict, Observation
McKown, Clark – Child Development, 2013
In the United States, racial-ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial-ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial-ethnic achievement gaps originate from two kinds of social process,…
Descriptors: Racial Differences, School Readiness, Academic Achievement, Achievement Gap
Miller, Daniel P.; Waldfogel, Jane; Han, Wen-Jui – Child Development, 2012
This study investigates the link between the frequency of family breakfasts and dinners and child academic and behavioral outcomes in a panel sample of 21,400 children aged 5-15. It complements previous work by examining younger and older children separately and by using information on a large number of controls and rigorous analytic methods to…
Descriptors: Child Behavior, Academic Achievement, Nutrition, Eating Habits
Peer reviewedDamast, Amy Melstein; And Others – Child Development, 1996
Examined the types of play mothers introduce in direct response to their toddlers' play and the actual maternal play behaviors. Findings suggested that mothers tend to play with their toddlers in ways that might promote their children's development and that mothers with more knowledge about play development provide their children with…
Descriptors: Age Differences, Behavior Change, Child Behavior, Child Development
