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In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. As such,(More)
RESEARCH FINDINGS Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study reports the(More)
The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both(More)
  • Carolyn P Edwards, Tara Hart, Kelly Rasmussen, Y M Haw, Susan M Sheridan, Tara Hart +9 others
  • 2013
A qualitative case study of teacher documents from a school readiness intervention project. To advance the field of children's services, implementation and generalization studies are needed to help us reveal the inner workings of intervention projects and how they do (or do not) achieve their outcomes. This paper provides a case study of Head Start(More)
Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational(More)