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Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
How Does Classroom Context Affect Head Start Teachers' Use Of Cognitively Challenging Talk?, Jordan Alexis Gregory
How Does Classroom Context Affect Head Start Teachers' Use Of Cognitively Challenging Talk?, Jordan Alexis Gregory
Masters Theses & Specialist Projects
No abstract provided.
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
Graduate Teacher Education
The development of children’s cognitive and social-emotional learning is of significant importance in education, specifically in early childhood education. Early childhood administrators, educators, and support staff have noticed an increase in the amount of students displaying underdeveloped or lacking social-skills within preschool classrooms. This paper will analyze and summarize research to explain the relationship between social-emotional skills and temperament, classroom environment, and educational outcomes in preschool aged students. It was found through research that a lack of social-emotional understanding and skills was impactful to a child’s future emotional responses and academic achievement. In order for leaders to best prepare teachers …
Executive Function And Motor Skills In Preschool Children, Meggin Kelley
Executive Function And Motor Skills In Preschool Children, Meggin Kelley
Undergraduate Distinction Papers
The purpose of the present study was to examine the effects of a short-term motor program on the executive function and motor skills in preschool children utilizing a Pretest and Post test design. The present study was designed with two periods of program intervention- once in the fall and once in the spring. It was hypothesized that a 10-week motor intervention would demonstrate positive motor and executive function gains in the experimental (motor) group. Children ranging from 4 to 6 years of age participated in this study. Baseline motor and executive function scores were obtained during the Pretest phase. Subsequently, …
Negative Parenting Predicts Observed Shame In Preschoolers, Alli Hollender, Ara Nazmiyal, Sabrina Genoveese
Negative Parenting Predicts Observed Shame In Preschoolers, Alli Hollender, Ara Nazmiyal, Sabrina Genoveese
Undergraduate Research Symposium Posters
Shame, which involves a global negative evaluation of the self after transgressing, is consistently associated with depression in children and adults. Studies have been found that children can display elevated levels of shame as early as age three. Negative parenting practices such as rejection, ignoring, and criticism have been found to predict children's shame in middle childhood adolescence. Virtually no studies have examined whether negative parenting predicts shame during preschool, when shame emotions are developing. The purpose of this study was to examine whether negative parenting predicts preschoolers' shame. This study examined data from one time point of the Preschool …
Empirical Assessment Of Callous-Unemotional Traits In Preschool: A Comparison Of Confirmatory Factor Analysis And Network Analysis, Pevitr Singh Bansal
Empirical Assessment Of Callous-Unemotional Traits In Preschool: A Comparison Of Confirmatory Factor Analysis And Network Analysis, Pevitr Singh Bansal
Theses and Dissertations--Psychology
Callous – unemotional (CU) traits are a key factor in understanding the persistence and severity of conduct problems. The factor structure of CU traits has been primarily examined through confirmatory factor analysis (CFA) in childhood and adolescent samples, yet little research has examined the structure of CU traits in preschool. Further, current CFA models have yielded poor – to – marginally acceptable fit, suggesting the need for a more nuanced approach in understanding the structure of CU traits in early childhood using an interitem approach (i.e., network analysis). Within a sample of 109 preschool children (M age = 4.77, …