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Examining Longitudinal Associations between Internalizing Problems, Body Mass Index, and Language during Childhood
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Bryant, Lindsey M.; Duncan, Robert J.; Marceau, Kristine; Schmitt, Sara A. – Developmental Psychology, 2022
The current study examines the extent to which associations between internalizing problems, body mass index (BMI), and language skills from early (36 months) to late childhood (fifth grade) are due to relatively stable between-child differences, time-specific correlations, or cross-lagged paths. Data from the NICHD study, Early Child Care and…
Descriptors: Psychological Patterns, Emotional Response, Body Composition, Language Skills
Trajectories of Social Withdrawal from Grades 1 to 6: Prediction from Early Parenting, Attachment, and Temperament
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Booth-LaForce, Cathryn; Oxford, Monica L. – Developmental Psychology, 2008
From 1,092 children in the NICHD Study of Early Child Care and Youth Development, the authors identified 3 trajectory patterns of social withdrawal from teacher reports in Grades 1-6: a normative consistently low group (86%), a decreasing group (5%) with initially high withdrawal that decreased, and an increasing group (9%) with initially low…
Descriptors: Child Rearing, Prediction, Interpersonal Relationship, Elementary School Students
Does Class Size in First Grade Relate to Children's Academic and Social Performance or Observed Classroom Processes?
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Allhusen, Virginia; Belsky, Jay; Booth-LaForce, Cathryn L.; Bradley, Robert; Brownwell, Celia A; Burchinal, Margaret; Campbell, Susan B.; Clarke-Stewart, K. Alison; Cox, Martha; Friedman, Sarah L.; Hirsh-Pasek, Kathryn; Houts, Renate M.; Huston, Aletha; Jaeger, Elizabeth; Johnson, Deborah J.; Kelly, Jean F.; Knoke, Bonnie; Marshall, Nancy; McCartney, Kathleen; Morrison, Frederick J.; O'Brien, Marion; Tresch Owen, Margaret; Payne, Chris; Phillips, Deborah; Pianta, Robert; Randolph, Suzanne M.; Robeson, Wendy W.; Spieker, Susan; Lowe Vandell, Deborah; Weinraub, Marsha – Developmental Psychology, 2004
This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were…
Descriptors: Teaching Methods, Group Activities, Literacy, Family Income