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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引：10，自引：0，他引：10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
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Catalina Rey-Guerra Henrik D. Zachrisson Eric Dearing Daniel Berry Susanne Kuger Margaret R. Burchinal Ane Nærde Thomas van Huizen Sylvana M. Côté 《Child development》2023,94(2):458-477
Whether high quantities of center-based care cause behavior problems is a controversial question. Studies using covariate adjustment for selection factors have detected relations between center care and behavior problems, but studies with stronger internal validity less often find such evidence. We examined whether within-child changes in hours in center-based care predicted changes in externalizing problems in toddlers and preschoolers (N = 10,105; 49% female; data collection 1993–2012) in seven studies, including from Germany, Netherlands, Norway, two from Canada and two from the U.S. Race/ethnicity data were only collected in the United States (57% and 80% White; 42% and 13% African-American; 1.2% and 5% Latinx). Meta-analyses showed no association (r = .00, p = .88) between hours in center-based care and externalizing problems. 相似文献
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Frances A. Campbell Barbara H. Wasik Elizabeth Pungello Margaret Burchinal Oscar Barbarin Kirsten Kainz Joseph J. Sparling Craig T. Ramey 《Early childhood research quarterly》2008
Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families. 相似文献
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Orlanda Cruz Isabel Abreu-Lima Catarina Canário Margaret Burchinal 《Parenting, science and practice》2018,18(2):126-140
Objective. Children vary in how sensitive they are to environmental influences. Child temperament is an individual difference factor that appears to moderate the impact of environment on early child development. This study contrasts the “diathesis-stress/dual risk” and “differential susceptibility” models in examining difficult temperament as a moderator of the relation between preschool parenting and school-aged child persistence. Design. A longitudinal design included 61 typically developing Portuguese children (31 girls) assessed when they were toddlers (Time 1 at 1–3 years), preschoolers (Time 2 at 4–6 years), and school aged (Time 3 at 8–10 years). At Time 1, parents were recruited and interviewed. At Time 2, semi-structured mother–child interactions were observed, and preschool teachers rated children’s temperament. At Time 3, children’s task persistence was rated by their elementary teachers. Results. Difficult temperament moderated the association between mother–child interactions and child persistence, with stronger associations for children with more difficult temperaments. Conclusions. Consistent with the diathesis-stress model, results reveal that high levels of positive parenting reduce the risk of low self-regulation associated with difficult temperament. 相似文献
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Currently, all elite high jumpers use the Fosbury Flop technique with a curved approach. This suggests that the curved approach presents some clear advantage, although there is no general agreement upon the mechanism or the mechanics. This study aimed to determine the characteristics of the approach curve and to investigate how it contributes to the generation of somersault rotation. A simple theoretical model was used to demonstrate that a tightening approach curve would change the inward lean towards the centre of the curve into outwards lean. Three-dimensional video analysis was used to record the performances of two elite male high jumpers in competition. It was found that in each case the radius of the approach curve and the inward lean angle both decreased towards the end of the approach. The amount of outward lean angular velocity generated was shown to be a major proportion of the required somersault angular velocity for a jump. It was concluded that the main advantage of a curved approach was that it resulted in the generation of somersault velocity providing the curve tightened towards the end of the approach. 相似文献
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