A5077195045- Early Childhood Education and Development
- Parental Involvement in Education
- Child and Adolescent Psychosocial and Emotional Development
- Infant Development and Preterm Care
- Child Development and Digital Technology
- Obesity, Physical Activity, Diet
- Food Security and Health in Diverse Populations
- Child Nutrition and Feeding Issues
- Teacher Professional Development and Motivation
- Education Systems and Policy
- COVID-19 and Mental Health
- Youth Development and Social Support
- Poverty, Education, and Child Welfare
- Educational and Psychological Assessments
- Youth Substance Use and School Attendance
- COVID-19 Pandemic Impacts
- Maternal Mental Health During Pregnancy and Postpartum
- Child Abuse and Trauma
- Obesity and Health Practices
- Educational Systems and Policies
- Psychosocial Factors Impacting Youth
- Educational Environments and Student Outcomes
- Psychological Well-being and Life Satisfaction
- Indigenous and Place-Based Education
- School Choice and Performance
Child Trends
2024
University of Oklahoma
2015-2024
University of Oklahoma - Tulsa
2020-2024
Georgetown University
2024
Oklahoma State University at Tulsa
2019-2024
University of Tulsa
2018-2024
Arizona State University
2014
Research Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher included education, years experience, beliefs about child rearing, depressive symptoms, the temperamental positivity frustration. Teacher–child were measured using Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field degree was directly associated...
Research Findings: The purpose of this study was to examine the potential contribution teacher–child interactions residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. also explored whether association between quality and IC depends on children’s skills upon classroom entry their household income-to-needs ratio. included 169 51 classrooms in Head Start program run by an agency large city Oklahoma....
Research findings This study uses newly available data on low-income children and their teachers in a mixed-delivery, publicly funded early care education (ECE) system to document the prevalence of personal economic stressors that ECE experience. We go explore whether these are associated with child academic, self-regulatory, social outcomes. Results indicate our sample report high degree – for instance, rates depression food insecurity relatively high. Yet, stressors' associations outcomes...
The objective of this study was to explore whether household chaos measured during the COVID-19 pandemic is predicted by prepandemic parental and characteristics.The has dramatically altered children's home environments routines due stay-at-home orders, school closures, economic shocks. These disruptions have been especially challenging for low-income families who limited resources disproportionately affected pandemic. Household chaos, which captures routines, organization, stability, noise,...
Research Findings: The current study aimed to explore the independent and interactive roles of individual student-teacher relationship quality classroom-level self-regulatory supports in kindergarten for children's skills first grade. We did so using multiple measures self-regulation, drawn from sources, a relatively new measure self-regulation. Our sample included 726 low-income kindergartners Tulsa, Oklahoma. Controlling fall skills, was associated with self-regulation at spring again...
Decades of research suggest that both Head Start and public pre-kindergarten (pre-k) programs boost low-income preschoolers' kindergarten skills. What is not yet well understood whether there are relative advantages transitioning from after 1 year into a school-based pre-k program for the immediately before children's developing cognitive self-regulation This an important question, because in many communities provide competing early education options 4-year-olds, leaving policymakers,...
Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between attendance and an array of repeatedly measured, assessed language math skills; we do this separately public pre-K Head Start, the two major publicly funded programs. We draw on a large, racially diverse sample from families with low incomes...
This study explored whether parents’ ability to regulate their behaviour and attention, assessed as components of everyday executive function (EF), was influenced by past adverse experiences – such abuse, neglect, family dysfunction in turn, current relationships with children. The sample included 73 parent–child dyads from children enrolled three Midwestern early childhood centres serving low-income families. Parents reported on experiences, EF, rated relationship child. Findings indicate...
Introduction Resilience is a process that develops as complex transaction children experience and shape their social-ecological contexts. The dynamic development of self-regulation an aspect resilience has received increased attention key mechanism predicting variety important short- long-term outcomes. current study examined how the skills infants toddlers in classroom could potentially interactions quality which, turn, individual enrolled across early childhood program year. unique...