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Direct linkGray, Sarah A. O.; Carter, Alice S.; Briggs-Gowan, Margaret J.; Hill, Carri; Danis, Barbara; Keenan, Kate; Wakschlag, Lauren S. – Journal of Clinical Child and Adolescent Psychology, 2012
Sex differences in disruptive behavior and sensitivity to social context are documented, but the intersection between them is rarely examined empirically. This report focuses on sex differences in observed disruptive behavior across interactional contexts and diagnostic status. Preschoolers (n = 327) were classified as nondisruptive (51%),…
Descriptors: Psychopathology, Females, Student Behavior, Context Effect
Swanson, Jennifer; Raab, Melinda; Dunst, Carl J. – Journal of Early Childhood Research, 2011
A capacity-building approach to natural learning environment intervention practices was the focus of the study. Capacity-building early childhood intervention promotes parents' or other caregivers' skills, abilities, and confidence to provide children development-enhancing learning opportunities. Natural environment practices use everyday…
Descriptors: Early Childhood Education, Parent Participation, Preschool Children, Parent School Relationship
Barbarin, Oscar A.; Early, Diane; Clifford, Richard; Bryant, Donna; Frome, Pamela; Burchinal, Margaret; Howes, Carollee; Pianta, Robert – Early Education and Development, 2008
Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential…
Descriptors: Ethnicity, Reading Readiness, Socioeconomic Status, Parent Attitudes
