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Direct linkQingqing Yang; Arya Ansari; Kelly M. Purtell; Robert C. Pianta; Jessica V. Whittaker; Virginia E. Vitiello – Grantee Submission, 2023
This study examined the links between classroom skill compositions and preschoolers' early learning and development in the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES, n = 1,711 children/207 classrooms) and public pre-K programs in a county in Virginia (n = 1,467 children/123 classrooms). Results from a…
Descriptors: Surveys, Preschool Education, Preschool Children, Child Development
M. Paula Daneri; Clancy Blair; Laura J. Kuhn – Grantee Submission, 2019
This article examined longitudinal relations among socioeconomic risk, maternal language input, child vocabulary, and child executive function in a large sample (N =1,009) recruited for a prospective longitudinal study. Two measures of maternal language input derived from a parent- child picture book task, vocabulary diversity and language…
Descriptors: Longitudinal Studies, Socioeconomic Status, Risk, Mothers
Jamie J. Jirout; Sierra Eisen; Zoe S. Robertson; Tanya M. Evans – Grantee Submission, 2022
Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play. We tested whether…
Descriptors: Play, Mothers, Parent Child Relationship, Executive Function
Roberts, Joanne – Grantee Submission, 2019
Empowering Families was focused on infusing the Providence Public School District (PPSD) elementary schools with an intervention centered on the Mind in the Making (MITM) training, designed to build the capacity of families, teachers, and schools to understand how children's executive function impacts social-emotional and cognitive growth. Data…
Descriptors: Elementary Schools, Intervention, Family Involvement, Teacher Role
