Supports for families of young children with disabilities--as provided by Part C of the Individuals with Disabilities Education Act--are vital, according to a study that assessed family outcomes at the end of early intervention near their child's third birthday. This report summarizes the main findings of the study in response to the five broad…

"Family Involvement Makes a Difference" is a set of research briefs that examines one set of complementary learning linkages: family involvement in the home and school. As the first in the series, this brief focuses on the linkages among the family, early childhood education settings, and schools. Future papers will examine family involvement in…

Examines the relationship between cognitive functioning (as measured by the Bayley Scales of Infant Development) and the symbolic play levels of Down's syndrome children. Symbolic play level was more highly correlated with mental age than with chronological age. Performance on the Infant Behavior Record was also highly correlated with symbolic…

Reviews day care research since 1980, focusing on the role of family as primary influence on the child's development, the characteristics of high quality day care environment, and effects of day care on children's development. Specifically considers how qualities of home environment interact with qualities of day care environment to mediate…

Suggests a distinction between understanding and indulging when dealing with children resisting rules or limits. Recommends an expressive environment, in which children's right to express their views--in appropriate and respectful ways--is protected, even though compliance is still required. (HTH)

Research Findings: Children require cognitive skills (e.g., phoneme awareness, verbal intelligence) and environmental resources (e.g., stimulation, print exposure) to acquire reading. This investigation examined the additional contribution of parental nurturance to literacy development during the transition from preschool to elementary school.…

This study examined the stability of the child's behavior and psychosocial environment during the early school years. Longitudinal correlations of psychosocial environment indices with teacher ratings of child school behavior were also investigated. The original subjects of this longitudinal study consisted of 321 low-income mothers recruited from…

The purpose of this investigation was to develop and test an experimental strategy for the modification of socialization practices, which were hypothesized to affect the development of intellectual skills in young children. Experimental and control groups for this experiment were randomly selected from the population of first grade students in a…

The state of the arts paper on completed and ongoing research in parent education is based on a review of the literature of recent studies, including current federally funded research on mainstream and economically deprived families, but not studies dealing with the physically handicapped, retarded, psychotic, or foster children. The projects are…

Cognitive and family data on 82 children with developmental delays were collected in an eight-year longitudinal study. Examination of change scores (at ages 3, 6, and 11) identified increasing, stable, and decreasing patterns of change. There were significant correlations between change in intelligence quotient, entering developmental quotient,…

Discusses the development and use of indicators for the monitoring and evaluation of services for child mental health and development in Sri Lanka. Also considers indicators for rating home environment. The conclusion covers the effects of the development and use of indicators. (BG)

Investigates the relationship between the home experiences of six children aged five years and their level of numerical understanding. High scorers were characterized by exposure to a wide range of number experiences, a strong family orientation towards numeracy, and the opportunity to observe their mothers using numbers to solve everyday…

Data from the Family Needs Survey, provided by 53 mothers of young children with disabilities, were subject to both classical test theory analyses and factor analysis. Results suggest that the Family Needs Survey yields reasonably valid data regarding family needs. (Author/JDD)

Notes that literacy practices of caregivers are the building blocks for establishing a home environment conducive to emergent literacy. Recommends practices to incorporate into family-telling experiences and suggests published stories that promote diversity and literacy. (HTH)