Who preschoolers choose to interact with most frequently can have a significant impact on their development of social and emotional skills, and emergent language and literacy skills (Barnett et al., 2008). Previous research in urban and suburban settings has suggested that preschoolers choose playmates based on shared characteristics, such as …[Read more...]
The following research briefs are based on academic papers published by CCEC researchers, faculty associates and affiliates in a wide range of top academic journals. They highlight timely research summaries of selected articles of interest to scholars, practitioners and policy makers.
Young children with developmental disabilities often demonstrate delays in learning important early literacy skills, and as a result are often at a higher risk for future reading problems (Cabell, Justice, Zucker, & McGinty, 2009). Previous research has suggested that these delays in early literacy skills may reflect limited early learning opportunities in the home literacy environment (Light & Smith, 1993). This study asks: 1) To what extent are there are differences in the home-literacy experiences of children with and without disabilities? and 2) How are these experiences related to children’s early literacy skills?[Read more...]
Early childhood educators play a critical role in providing the language and literacy instruction that young children need in order to develop key skills for later school success (National Association for the Education of Young Children, 2009; National Early Literacy Panel, 2008). However, research indicates that, in general, the quantity and quality of language and literacy instruction in early childhood classrooms is low (Justice et al., 2008; Pelatti et al., 2014). In this study, we sought to understand how educators’ backgrounds may be linked to the amount of language and literacy instruction they provide. These background factors included educators’ 1) knowledge about the structure of language and how to teach language and literacy to children, 2) beliefs about language and literacy instruction, 3) educational attainment, and 4) years of prior teaching experience.[Read more...]
Society has expectations for how men and women should act. When people behave in ways consistent with these expectations they receive approval, but when people behave in ways inconsistent with these expectations they receive criticism (West & Zimmerman, 1987). New mothers, in particular, are expected to “do motherhood” – to be focused on their child and emotionally absorbed by their role as a mother. Facebook, the most popular social networking site in the world (Facebook Newsroom, 2016), provides an easy way for new mothers to show that they are “doing motherhood” appropriately. The purpose of this study was to identify which new mothers may be especially prone to use Facebook more often and more intensely, and to further examine the potential consequences of Facebook activity for new mothers’ emotional well-being.[Read more...]