Hestenes, Linda

uncg

There are 14 item/s.

TitleDateViewsBrief Description
Parents and Teachers' Beliefs about Preschool Inclusion in P.R. China 2007 5566 The primary purpose of this study was to examine parents of typically developing children and preschool teachers' beliefs about early inclusion in P. R. China, from the perspectives of Bronfenbrenner's Bioecological Theory, Vygotsky's Social-Cultural...
Low-income children's pretend play: The contributory influences of individual and contextual factors 2007 4980 The purpose of the present study was to examine the contributory influences of individual and contextual factors that are associated with the complexity of pretend play in low-income preschool children. Forty-seven children and their teachers from si...
Parental beliefs, home learning environment, and school readiness in the Latino population: does the Parents as Teachers Program influence these three variables? 2008 10077 The current study explores the relationship between parental beliefs, parental involvement, the home learning environment, and school readiness in the Latino population. Parents' beliefs, involvement, home learning environment as well as children's s...
Preschoolers' outdoor pretend play and social competence: do individual and home factors play a role? 2012 3977 As one of the most advanced play forms in childhood, pretend play has demonstrated positive associations with child development in several domains. However, little research has been done to look at the association between pretend play and social skil...
Preschool teachers' beliefs and practices of outdoor play and outdoor environments 2009 16764 The current study examined preschool teachers' beliefs and practices during children's play in high and low quality outdoor environments in child care centers. Children's physical activity was measured using accelerometers. Videotapes of children and...
What do we know about the implementation of the quality rating and improvement system?: a cross-cultural comparison in three countries 2015 2144 Quality Rating and Improvement Systems (QRISs) provide an infrastructure that maintains as well as supports the enhancement of early childhood education (ECE) programs quality. It is being established worldwide. However, little is known about the imp...
Teachers’ perspectives on toy value, potential, and utilization in classrooms of two-to-three-year-olds 2022 37 Although toy-mediated play has been the focus of much research over several decades, most work has focused on how parents are engaging with their children while playing with toys. However, teachers at childcare centers are interacting with children a...
Cortisol and alpha-amylase levels of preschool children while attending child care: relationships with indicators of classroom quality 2010 1841 Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Another physiological measure of stress is alpha-amylase. Recent advances in immunoa...
An investigation into the relationship between mother-child co-regulation patterns and self-regulation development 2021 123 The significance of strong, healthy self-regulation development has been highlighted by many studies. Recent work on self-regulation development in early childhood has utilized dynamic systems theory to showcase the supportive relationship between pa...
Literacy and the Congolese refugee families : using homegrown literacy practices and experiences to embrace literateness in the United States 2022 32 In developed countries including the United States, prominence is accorded to print literacy. Children are, at a very early age introduced to reading in-utero and identify with reading books as they grow unlike children in other parts of the world, w...
What about the impact of outdoor quality? the unique associations between outdoor quality and preschool children’s cognitive and social skills 2021 160 Early childhood education quality is an increasingly important area of investigation as many studies have pointed to long-term relationships between childcare quality and children’s outcomes, including social and cognitive skills (Lin & Magnuson, 201...
Teachers’ knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten 2015 1815 Teacher self-efficacy and teacher beliefs play salient roles in science and math education with in-service teachers. This study seeks to understand the relationship between teacher knowledge, beliefs, and self-efficacy about science and math educatio...
Using Bronfenbrenner’s PPCT model as a lens to understand refugee parent–teacher communication processes 2019 970 For refugee families, connections between the home and school may function beyond their children’s social and academic success and further allow parents to be involved in their children’s education in the face of cultural and linguistic barriers. How...
What leads to effective science-teaching practices in preschool classrooms? An examination of teachers’ person, context, and time influences on science teaching 2019 414 Science is a natural conduit for children to learn about, and interact with, the natural world (McClure et al., 2017), yet early childhood classrooms are reported as having fewer science learning opportunities, and teachers have more missed teachable...