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Effortful Control and Academic Achievement in Rural China
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Zhang, Li; Rao, Nirmala – Early Education and Development, 2017
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of…
Descriptors: Emergent Literacy, Mathematics Achievement, Rural Areas, Foreign Countries
The Differential Role of Symptoms of Anxiety and Social Withdrawal in Chinese Children's Dependency on Their Teachers during the Transition to Nursery Care
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Zhang, Xiao – Early Education and Development, 2015
Research Findings: Based on a short-term longitudinal sample of Chinese children, the present study examined the role of symptoms of anxiety and social withdrawal in dependency on teachers during the transition to nursery care. Children's dependency on their teachers was assessed first at 3 months after nursery entry (Time 1) and then at the end…
Descriptors: Foreign Countries, Preschool Children, Nursery Schools, Anxiety Disorders
Long-Term Relations between Children's Language, the Home Literacy Environment, and Socioemotional Development from Ages 3 to 8
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Rose, Elisabeth; Lehrl, Simone; Ebert, Susanne; Weinert, Sabine – Early Education and Development, 2018
Research Findings: This study investigated the long-term interrelations among children's language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and…
Descriptors: Child Language, Family Literacy, Family Environment, Aggression
Exploring Teachers' Depressive Symptoms, Interaction Quality, and Children's Social-Emotional Development in Head Start
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Roberts, Amy; LoCasale-Crouch, Jennifer; Hamre, Bridget; DeCoster, Jamie – Early Education and Development, 2016
Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…
Descriptors: Depression (Psychology), Social Development, Emotional Development, Mental Health
Mexican Mothers' English Proficiency and Children's School Readiness: Mediation through Home Literacy Involvement
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Baker, Claire E. – Early Education and Development, 2014
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers' English…
Descriptors: Mexican Americans, School Readiness, Family Environment, Family Literacy
Recurrent Otitis Media and Attachment Security: A Path Model.
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McCallum, Michelle S.; McKim, Margaret K. – Early Education and Development, 1999
Used regular telephone interviews over six months to examine processes through which recurrent episodes of otitis media influence children's attachment security. Found that recurrent otitis media negatively affected attachment security by increasing mothers' perceptions of their children as behaving more negatively. Parenting stress was not…
Descriptors: Attachment Behavior, Child Behavior, Interviews, Longitudinal Studies