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Thematische Bibliographien / Children at the start

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Children at the start“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 10. Februar 2022

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Zeitschriftenartikel zum Thema "Children at the start"

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Goddard, Eileen. „Why children start smoking“. Addiction 87, Nr. 1 (Januar 1992): 17–18. http://dx.doi.org/10.1111/j.1360-0443.1992.tb01893.x.

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Maynard, Douglas W. „How children start arguments“. Language in Society 14, Nr. 1 (März 1985): 1–29. http://dx.doi.org/10.1017/s0047404500010915.

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ABSTRACTPrevious research on children's arguments has neglected their initial phases, particularly how they arise out of children's ongoing practical activities. This paper examines how any utterance or activity can be opposed, the concept of opposition being at the center of any definition of argument. However, once opposition has occurred, it can be treated in a variety of ways, and a full-blown argument or dispute is only one possible and contingent outcome. Children analyze others's moves not only verbally, but nonverbally as well. Thus, bodily actions and presupposition are necessary components in the analysis of how arguments are started. Nonverbal oppositional moves may be at the base of semantically constructed disputes. When opposition occurs, it is to be taken to imply the violation of some rule or value. The meaning of that rule or value relative to children's culture is taken to have to do not with its content, but its usage in promoting a local social organization. (Conversational analysis, child language, social organization, presupposition, dispute genres, American English [middle class, Caucasian])

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&NA;. „Children—Start Your Motors!“ Pediatric Physical Therapy 24, Nr. 2 (2012): 129. http://dx.doi.org/10.1097/pep.0b013e31824e9045.

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Aliprantis, Dionissi. „When Should Children Start School?“ Journal of Human Capital 8, Nr. 4 (Dezember 2014): 481–536. http://dx.doi.org/10.1086/679109.

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Currie, Janet, und Duncan Thomas. „Does Head Start help hispanic children?“ Journal of Public Economics 74, Nr. 2 (November 1999): 235–62. http://dx.doi.org/10.1016/s0047-2727(99)00027-4.

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Lepkowska, Dorothy. „Parents choose when children start school“. Practical Pre-School 2009, Nr. 107 (Dezember 2009): 6. http://dx.doi.org/10.12968/prps.2009.1.107.45397.

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Learner, Sue. „A flying start for Welsh children“. Practical Pre-School 2013, Nr. 151 (August 2013): 6. http://dx.doi.org/10.12968/prps.2013.1.151.6b.

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Campbell, Cate. „Our children start school too early“. Early Years Educator 2, Nr. 7 (November 2000): 8–9. http://dx.doi.org/10.12968/eyed.2000.2.7.15398.

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9

Mohammad, Rehanna, Shari McMahan, Michele Mouttapa und Yuese Zhang. „Kick Start Your Day“. Californian Journal of Health Promotion 10, SI-Obesity (01.08.2012): 26–33. http://dx.doi.org/10.32398/cjhp.v10isi-obesity.1468.

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Obesity rates among Hispanic/Latino youth are 5-10% higher than Caucasian youth. Kick Start Your Day was a six-week intervention that was pilot tested in a low-income, predominantly Latino community. The intervention consisted of nutrition education for parents, fun physical activities for children, low glycemic breakfasts and snacks for parents and children, and bilingual resources (e.g., recipe books) to take home. Fifty-six Latino parents (n= 25 intervention, n= 31 control) and their children ages 6-12 participated, and completed both baseline and end-of-program self-report questionnaires. Logistic regression models were used to examine intervention effects on increases in nutrition knowledge, while linear regression models were used to examine intervention effects on changes in parents’ and children’s physical activity. All models adjusted for outcome scores at baseline. Results indicated that intervention group parents were more likely to learn that eating breakfast can help their child pay attention and can prevent moodiness, and that nutrition labels contain information about sodium content. Intervention group parents also had greater increases in vigorous physical activity. This study provided preliminary evidence that a low-cost, family-centered intervention can lead to increases in knowledge and behavior change.

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Miller, Stephanie. „Positive parenting: A sure start for children?“ Paediatric Care 13, Nr. 9 (November 2001): 26–30. http://dx.doi.org/10.7748/paed2001.11.13.9.26.c772.

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Dissertationen zum Thema "Children at the start"

1

Osley, Kristin R. Ellis Janet. „A head start on reading for children in a head start preschool program“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10985.

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Osley, Kristin R. „A head start on reading for children in a Head Start preschool program“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10985/.

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Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.

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Waford, Rachel. „An Assessment of School Adjustment in Head Start Children“. TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/980.

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The purpose of the current study was to pilot test measures of cognitive-linguistic achievement and socioemotional competence to create an all encompassing model of school adjustment in a sample of Head Start children (N = 36). Past research examining school adjustment in low-income children has failed to address all of the components of school adjustment while often employing the same reporter (the teacher) for both predictor and outcome measures. Cognitive-linguistic measures included four subtests from the Woodcock-Johnson Tests of Achievement and two assessments of phonological awareness (rhyming and alliteration). Emotion regulation measures included teacherreported emotionality and emotion regulation, parent-reported emotionality and emotion regulation, and an assessment of how children spend their time waiting during a delay of gratification task. Social functioning measures included student-teacher relationship quality, teacher-reported social competence and behavior problems, and a sociometric interview that provided information about peer relationships in the classroom. Results revealed significant differences between children who have friendships and are well-liked and those who do not have these positive peer relationships. Teacher-reported emotion regulation predicted the presence of positive peer interactions. In turn, the presence of prosocial peer interactions was highly related to socioemotional outcomes and highly predictive of cognitive indices of school adjustment.

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Ellis, Carol M. „Typical speech and language skill of Head Start children“. Diss., Wichita State University, 2012. http://hdl.handle.net/10057/6123.

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Wynn, Benjamin E. „Exploring Predictors of Parent Involvement for Rural Head Start Children“. DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/2580.

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In the present study we examined parent participation in an extrafamilial context (Head Start) and the liunily and child development conditions that predicted such participation. Participants included 3-, 4-, and 5-year-olds and their pa rents in the Northern Utah and Southeastern Idaho areas. The families were grouped according to the ch il d's previous Head Start ex peri ence: those who had received home-based services in year one followed by center-based services in the second year ( l-IB to CB); those who had received no services in year one and home-based services in year two (HB only); and those families who had recei ved no services in year one and cente r-based services in year two (CB only). Pa rent involvement was measured using the Family Involvement Questionnaire {FIQ) which measured parent involvement according to three ll1c tnrs: home-based involvement (II Bl), school-based involvement (SBJ), and home-school confcrcncing (1-lSC). The chil dren's development assessments included the Ages and Stages Questionnaire: Social-Fmotional Scale (ASQ:SE) and the Developmental Indicators for the Assessment of Learning-Third Edition (DIAL 3). Through using the FIQ, this study investigated the predictors of the type and quantity of parental involvement using class grouping (l-IB to CB, l-IB only, & CB only), family demographics. and children's ASQ:SE, and DIAL 3 scores as independent variables. Our study revealed that even though the class grouping had no significant relation to parent involvement, there were a few independent variables that were beneficial in predicting parents' involvement. The most signi ficant finding was that the chi ld 's ASQ:SE score could be used to help predict the variance in both home-based involvement and school-based involvement acti vit ies. This study found that the higher the number of the ASQ:SE score, the parents were less likely to participate in home-based and school-based activities. Other interesting findings included that as the number or children increased, the amount of home-based parent involvement decreased. In addition to this, we found that if the parents were European-American and married, they were more likely to report being involved in home-school conferencing activities.

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Caruso, Margret. „For the children?: an inquiry into the purpose and evaluation of Head Start“. Thesis, Boston University, 1994. https://hdl.handle.net/2144/27615.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Brooks, Michael Christopher. „Press start : exploring the effects of violent video games on boys /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Vargas, Perez Sandra. „A comparison of three functional assessment strategies with Head Start children displaying challenging behavior /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024525.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-148). Also available for download via the World Wide Web; free to University of Oregon users.

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Lien, My Thi. „The validity of the Devereux Early Childhood Assessment within a Head Start sample“. Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology, & Special Education, 2006.
Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references (p. 70-79). Also issued in print.

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Rodriguez-Escobar, Olga Lydia. „Application of the cumulative risk model in predicting school readiness in Head Start children“. Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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Bücher zum Thema "Children at the start"

1

Gribble, David. Children don't start wars. London: Peace News, 2010.

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Currie, Janet M. Does Head Start help Hispanic children? Cambridge, MA: National Bureau of Economic Research, 1996.

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Start playing chess. New York: Sterling Pub., 1996.

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1944-, Anning Angela, und Ball Mog, Hrsg. Improving services for young children: From Sure Start to children's centres. Los Angeles: SAGE, 2008.

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Haywood, H. Carl. Bright start: Cognitive curriculum for young children. Watertown, Ma: Charlesbridge Publishing, 1992.

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D.C.) Early Head Start National Resource Center (Washington. Early Head Start program implementation: Start-up planning. Washington, DC: The Center, 1999.

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Potts, Patricia. Right from the start. Milton Keynes [England]: The Open University, 1992.

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D.C.) Early Head Start National Resource Center (Washington. Early Head Start and Head Start partnerships: Building a birth-to-five Head Start program. Washington, D.C.?]: U.S. Dept. of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Head Start Bureau, 2005.

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Giffin, Arthur A. Colexico: A new start. [United States]: Giffin, 2002.

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Fitzsimmons, Su. Start with art: Developing creativity in young children. Oxford: Basil Blackwell, 1991.

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Buchteile zum Thema "Children at the start"

1

Neihart, Maureen. „College Planning With Gifted Children: Start Early“. In Parenting Gifted Children, 105–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-13.

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Dockett, Sue, und Jóhanna Einarsdóttir. „Continuity and Change as Children Start School“. In Pedagogies of Educational Transitions, 133–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43118-5_9.

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Mai, Lu. „A Bright Start for Every Child Education in Rural China“. In Children and Sustainable Development, 159–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_13.

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Music, Graham. „Stuart“. In Nurturing Children, 55–70. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429437540-5.

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Boyle, Tess. „Professional relationships and spaces as children start school“. In Evaluating Transition to School Programs, 160–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055112-13.

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Riser, Laurel J., und David B. Pruitt. „Start-Up of a Day Treatment Program in a University Medical Center“. In Day Treatment for Children with Emotional Disorders, 33–42. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-6796-7_2.

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Holt, Amanda. „Constructing practice within the parenting agenda: the case of Sure Start and Parenting Orders“. In Working with Children and Young People, 170–82. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-1-137-28524-9_14.

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Koblinsky, Sally A., und Elaine A. Anderson. „Extending Head Start to Homeless Families: A University-Community Partnership“. In Serving Children and Families Through Community-University Partnerships: Success Stories, 143–47. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_20.

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Chibucos, Thomas R., Karen Freeman, Sally Kilmer, A. Fredericka Larsen, Barbara O’Donnel und Don Strieker. „Child Care and Head Start: Community Action Commission-University Partnership“. In Serving Children and Families Through Community-University Partnerships: Success Stories, 293–302. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_42.

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Malone, John I. „Complications of Diabetes in Children: When Does the Clock Start Running?“ In Topics in Pediatrics, 1–8. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3230-8_1.

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Konferenzberichte zum Thema "Children at the start"

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Iivari, Netta, Marianne Kinnula und Tonja Molin-Juustila. „You have to start somewhere“. In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3202742.

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Lawrie, Graeme. „Developing a Safety Culture Should Start with Children“. In SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production. Society of Petroleum Engineers, 2002. http://dx.doi.org/10.2118/74017-ms.

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Bilderback, AL, MN Eakin, AM Butz, ME Bollinger, CS Rand und KA Riekert. „Improving Asthma Care for Minority Children in Head Start (HS).“ In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a2451.

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Busi, Luciano Enrique, Valeria Bonamino und Peter David Sly. „Quantitative start of test criteria for spirometry in preschool children“. In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa4985.

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Hayati Dahlan, Tina, und Yulia Nur Annisa. „Home-Start Parenting Program: Supporting Maternal Emotional Functioning in Raising Young Children“. In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.76.

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Wendt, Wendi-Jo, Aviva Alpert, Bethany N. Folsom, Elizabeth Mott und Andrew Hashikawa. „145 Helmet smart at head start: using an interactive and asynchronous helmet safety education initiative to promote behaviour change among head start children“. In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.145.

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Radford, Peggy. „A Pilot Study Involving An Asthma Management Program For Inner-City Early Head Start Children“. In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a1907.

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Radford, Peggy. „A Pilot Study Involving The Behavior Assessment Of Inner-City Early Head Start Asthmatic Children“. In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a1084.

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Biffi, Elisabetta, und Daniela Bianchi. „TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.

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Convertini, Josephine, und Francesco Arcidiacono. „START ARGUING TO SOLVE A TASK: PRESCHOOL CHILDREN ALREADY ENGAGED WHEN THE TEACHER PRESENTS THE ACTIVITY“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0008.

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Berichte der Organisationen zum Thema "Children at the start"

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Currie, Janet, und Duncan Thomas. Does Head Start Help Hispanic Children? Cambridge, MA: National Bureau of Economic Research, Oktober 1996. http://dx.doi.org/10.3386/w5805.

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Gelber, Alexander, und Adam Isen. Children's Schooling and Parents' Investment in Children: Evidence from the Head Start Impact Study. Cambridge, MA: National Bureau of Economic Research, Dezember 2011. http://dx.doi.org/10.3386/w17704.

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Carneiro, Pedro, Kjell G. Salvanes und Katrine Loken. A flying start? Long term consequences of maternal time investments in children during their first year of life. Institute for Fiscal Studies, Dezember 2010. http://dx.doi.org/10.1920/wp.cem.2010.3810.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates und Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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Ludwig, Jens, und Douglas Miller. Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design. Cambridge, MA: National Bureau of Economic Research, Oktober 2005. http://dx.doi.org/10.3386/w11702.

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Kiragu, Karusa, Katie Schenk, Julie Murugi und Avina Sarna. If you build it, will they come? Kenya healthy start pediatric HIV study: A diagnostic study investigating barriers to HIV treatment and care among children. Population Council, 2008. http://dx.doi.org/10.31899/hiv2.1005.

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Näslund-Hadley, Emma, Michelle Koussa und Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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Mannino, Vito V. Cold War: When Did It Start? Why Did It Start? Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada389232.

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Munge, Sophie, und Ashley E. Frey. GenCade Version 1 Quick-Start Guide: How to Start a Successful GenCade Project. Fort Belvoir, VA: Defense Technical Information Center, März 2015. http://dx.doi.org/10.21236/ada614444.

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Sherfy, Robert, und John D. Tanner. Total Environmental Control Systems, Soft-Start and Soft-Start Variable Capacity Air Conditioners. Fort Belvoir, VA: Defense Technical Information Center, November 1987. http://dx.doi.org/10.21236/ada210719.

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