Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care☆
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2022, Early Childhood Research QuarterlyThe relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers
2022, Early Childhood Research QuarterlyCitation Excerpt :This study explored whether child-centered teaching attitudes at Japanese public childcare centers are related to the development of socio-emotional abilities in one- to two-year-old children. Western studies have demonstrated that high process quality, which includes child-centered teaching, is associated with higher social competence and fewer problem behaviors in young children (Camilli, Vargas, Ryan, & Barnett, 2010; Mashburn et al., 2008), and that caregivers’ responsiveness and sensitivity positively affect toddlers’ social and cognitive skills (Bratsch-Hines, Carr, Zgourou, Vernon-Feagans, & Willoughby, 2020; Howes & Smith, 1995; Landry, Smith, Swank, Assel, & Vellet, 2001). As expected, based on previous studies, the present study showed that child-centered teaching attitudes, a feature of Japanese childcare centers, contributed to the reduction of problem behavior in 1– 2-year-old children.
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2020, Early Childhood Research QuarterlyCitation Excerpt :For example, research has long identified classroom size and teacher-student ratio as key structural elements of classroom quality that predict child academic and behavioral outcomes (Howes, Phillips, & Whitebook, 1992; NICHD ECCRN, 2002; NICHD ECCRN & Duncan, 2003). Centers with high rates of teacher turnover tend to be lower in quality, and children who attend these centers score lower on measures of cognitive and social development (Howes & Hamilton, 1993; Howes & Smith, 1995; Howes et al., 1992; Howes, Hamilton, & Philipsen, 1998; Phillips, Mekos, Scarr, McCartney, & Abbott–Shim, 2001), possibly because of the link between continuity of care in preschool and child behavior (Claessens & Chen, 2013; Morrissey, 2009; Pilarz & Hill, 2014). The use of a specified curriculum is linked to improved classroom quality and learning (Biddle, Garcia-Nevarez, Henderson, & Valero-Kerrick, 2014; Neuman & Roskos, 1993; Phillips et al., 2017; Stegelin, 2005; Stuber, 2007; Weiland & Yoshikawa, 2013; Weiland et al., 2013; Yoshikawa et al., 2013), as is the time ECE teachers spend planning and leading learning activities (e.g., Bassok, Fitzpatrick, Greenberg, & Loeb, 2016).
Student–teacher relationship quality in children with and without ADHD: A cross-sectional community based study
2020, Early Childhood Research Quarterly
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This research was, in part, supported by grants from the Mailman Family Fund to the Families and Work Institute, New York City. Thanks to Ellen Galinsky for her conceptual work on the larger project and to Susan Kontos for her insights regarding cognitive play.