Not exact matches
Much of contemporary social science and policy research is concerned with fathers» impacts on children's
socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects
for social success.
For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experien
For younger students, research has shown that chronic absenteeism in kindergarten is associated with lower achievement in reading and math in later grades, even when controlling
for a child's family income, race, disability status, attitudes toward school, socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experien
for a child's family income, race, disability status, attitudes toward school,
socioemotional development, age at kindergarten entry, type of kindergarten program, and preschool experience.
Districts should invest in the
development of successful learning models
for diverse schools, including professional
development for school personnel that empowers them to address students»
socioemotional needs and create inclusive school communities.
Regents of the University of California Santa Barbara, Santa Barbara, CA $ 144,000 over two years to support Michael Gottfried's study, «The Role of Full - Day Kindergarten
for Children with Disabilities: Effects on Achievement and
Socioemotional Development.»
Family physicians are usually one of the first professionals that young parents refer to
for counsel on the care of their young child, particularly with physical and
socioemotional development.
However, as a consequence of young mothers being required to work, infants may be placed in child care at a very early age, and mothers often require a patchwork of solutions, some of which may be substandard.40 Quality child care and early childhood education are extremely important
for the promotion of cognitive and
socioemotional development of infants and toddlers.41 Yet, child care may cost as much as housing in most areas of the United States, 25 % of the budget of a family with 2 children, and infant care can cost as much as college.42 Many working families benefit from the dependent care tax credit
for the cost of child care, allowing those families to place their children in a certified or higher - quality environment.43 However, working families who do not have sufficient income to pay taxes are not able to realize this support
for their children, because the credit is not refundable or paid to families before taxation.44 Therefore, some of the most at - risk children who might benefit from high - quality early childhood education are not eligible
for financial support.
There are a large number of curricula available
for programs to choose from, with some of the best known models being the Creative Curriculum, HighScope Curriculum, and Tools of the Mind.54 Research has found a positive impact on early achievement scores and
socioemotional behavior when programs intentionally apply a curriculum that is supported by professional
development, coaching, and sufficient resources.55 Programs should adopt a curriculum that best fits their program philosophy and ensure teachers receive professional
development and ongoing support to adequately incorporate the curriculum into their practice.
Child physical and
socioemotional development (as measured through, for example, the Bayley Scales of Infant and Toddler Development, third edition (Bayley - III)(Bayley 2005), Strengths and Difficulties Questionnaire (SDQ)(Goodman 1997)-RRB-; child behaviour (as measured by, for example, the Child Behaviour Assessment Instrument (CBAI)(Samarakkody
development (as measured through,
for example, the Bayley Scales of Infant and Toddler
Development, third edition (Bayley - III)(Bayley 2005), Strengths and Difficulties Questionnaire (SDQ)(Goodman 1997)-RRB-; child behaviour (as measured by, for example, the Child Behaviour Assessment Instrument (CBAI)(Samarakkody
Development, third edition (Bayley - III)(Bayley 2005), Strengths and Difficulties Questionnaire (SDQ)(Goodman 1997)-RRB-; child behaviour (as measured by,
for example, the Child Behaviour Assessment Instrument (CBAI)(Samarakkody 2010)-RRB-.
Much of contemporary social science and policy research is concerned with fathers» impacts on children's
socioemotional development.1, 2 Yet material contributions made by fathers («breadwinning») remain central to an array of impacts on children, 3 including with respect to children's educational attainment and prospects
for social success.
Maternal depression is considered a risk factor
for the
socioemotional and cognitive
development of children [1].