Examined the processes and outcomes of teacher-child attachment relationship formation in a therapeutic preschool. Twenty-one children were sorted with the same teacher three times using Attachment-Q Sort (AQS). Results indicated that children who were least secure, most avoidant, and most resistant in their initial teacher-child relationship were…

Examined the developmental characteristics of children in three income groups and related them to family characteristics and experiences in child care. Found that on most family background variables and in the cognitive and social child outcomes, the income groups differed significantly, with levels of functioning ranging downward from…

This literature review examines the ways in which children's personal premise systems concerning the nature of relationships develop through the process of attachment to the caregiver. The manner in which the premise system becomes a generalized model of self and others is considered. (Author/GLR)

In a survey of 96 New England transition classroom teachers, characteristics of transition classes and criteria for assignment to transition classes were identified. Most programs were reported to be child-centered, and socioemotional development was reported to be the most important criterion for selecting children for inclusion in transition…

Studied whether co-parenting and family-group process influence early social competence. Found indirect pathways linking low levels of support and mutuality in the co-parenting relationship to problematic peer relationships, and direct pathways linking the family's affective climate to positive peer behavior. Discovered that effects were strongest…

Compared adjustment in adoptive and biological parents rearing 1- to 12-year-olds with Down syndrome. Found that birth mothers and fathers were functioning quite similarly to adoptive mothers and fathers on family strengths, marital adjustment, and resources and stress. Birth mothers displayed higher personal burden than adoptive mothers, with the…

This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized…

The early childhood years are critical for literacy development, and there is evidence that the home environments of young children with delays or disabilities are not as rich in literacy opportunities as those of their typically developing peers. The purpose of this study was to obtain information about how parents of infants and toddlers with…

In this research we examined associations among teacher-articulated beliefs and practices about families, teacher background characteristics, and observed teaching practices in programs that served low-income children and families of color. One hundred and fifty four children (50% girls) and their primary teachers from 12 programs in Los Angeles…

Measures of Chinese character recognition, vocabulary, and interest in reading were administered to 92 second grade children in Hong Kong, while questionnaires on parental literacy practices were administered to their parents. In a hierarchical regression equation, maternal education, children's age and vocabulary skill predicted 18% of the…

A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American…

Compared work environments of NAEYC accredited and nonaccredited centers using the Early Childhood Work Environment Survey. Found that innovativeness, goal consensus, opportunities for professional growth, and clarity accounted for the greatest differences between accredited and nonaccredited centers. Also found differences in staff's job…

We describe the process of relationship-based intervention and associated changes in children and teachers' relationships and behaviors within center-based child care and examine the circumstances under which changes were most likely to occur. The relationship-based intervention had three components: research partners in each participating…

We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than…

Examined early childhood teachers' attitudes toward families and their involvement with schools. Found that teachers' attitudes about family and community involvement were highly positive, African American teachers had a more positive attitude than European American teachers, and teachers of low ability students had less positive views of family…