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Direct linkC. Bennett; E. M. Westrupp; S. K. Bennetts; J. Love; N. J. Hackworth; D. Berthelsen; J. M. Nicholson – Child Development, 2025
This study examined long-term mediating effects of the "smalltalk" parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, "smalltalk" playgroup…
Descriptors: Intervention, Parent Child Relationship, Toddlers, Young Children
Farver, Jo Ann M.; Lonigan, Christopher J.; Eppe, Stefanie – Child Development, 2009
Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before…
Descriptors: Preschool Curriculum, Speech Communication, Second Language Learning, Emergent Literacy
Peer reviewedSeitz, Victoria; Apfel, Nancy H. – Child Development, 1994
Examined whether intervention provided to low-income parents of firstborn children produced delayed benefits for later children by studying younger siblings of children in a family-support program. Found that intervention group siblings had better school attendance, were less likely to need remedial services, and were more likely to be making…
Descriptors: Academic Achievement, Child Rearing, Children, Diffusion (Communication)
Peer reviewedNedler, Shari; Sebera, Peggy – Child Development, 1971
Compares three strategies of early intervention designed to increase the language and communication skills of disadvantaged 3-year-old Mexican-American children. (WY)
Descriptors: Bilingual Education, Communication Skills, Disadvantaged Youth, Early Childhood Education
