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This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom(More)
This study draws from the National Center for Early Development and Learning's Multi-State Pre-Kindergarten Study to examine the extent to which program, classroom , and teacher attributes of the program ecology predict observed quality and teacher–child interactions in a sample of 238 classrooms representing 6 states' pre-kindergarten programs. Quality was(More)
States have accumulated considerable experience in operating publicly sponsored pre-kindergarten programs. In spite of this extensive experience, only fragmentary accounts exist of how these pre-kindergarten (pre-k) programs handle issues such as program intensity, location, staffing, and population served. These issues are addressed by the National Center(More)
This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent(More)
The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a(More)
The purpose of this study was to use the Attachment Q-Set to create categories of attachment organization that were conceptually consistent with organizational categories derived from other attachment assessments, reliable, and valid. We were particularly interested in creating categories that would describe insecure attachment organizations in children(More)
(2002). Diversity and directions in state pre-kindergarten programs. Abstract HE POTENTIAL EFFICACY of high quality pre-kindergarten (pre-k) programs for improving children's school readiness has led many states to consider sponsoring pre-k programs under the auspices of public education. In deciding to implement pre-k programs, states are faced with policy(More)
Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious(More)
  • Ellen S Peisner-Feinberg, Margaret R Burchinal, Richard M Biostatistician, Noreen Clifford, Yazejian, Mary L Culkin +18 others
  • 1999
v Dedication [] We dedicate this work to the memory of Mary Culkin and Leslie Phillipsen. These two outstanding women were integral members of our research team from its inception. Through their brilliant and caring work, they helped improve the lives of children today and of future generations as well. We miss them greatly. /
  • Ellen S Peisner-Feinberg, Margaret R Burchinal, Richard M Biostatistician, Noreen Clifford, Yazejian, Mary L Culkin +116 others
  • 1999
The children of the cost, quality, and outcomes study go to school: Executive summary. ACKNOWLEDGMENTS W E WOULD LIKE TO THANK the directors, principals, administrators, and teachers who graciously gave their time to this study and let us visit their child care centers, schools, and classrooms. We would also like to thank the children and families who(More)