The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs
Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon, Sherri Castle
The study examined whether teacher depression is directly or indirectly associated with children's social-emotional and language development in the context of Early Head Start programs.
Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start?
Ji Young Choi, Diane Horm, Shinyoung Jeon, Dahyung Ryu
This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start, focusing on the stability of care and teacher-child interactions.
Peer effects on low-income childrens' learning and development
Ji Young Choi, Sherri Castle, Margaret Burchinal, Diane Horm, Shannon Guss
This study exmained whether peers' receptive vocabulary skills and teacher-reported social-emotional functioning measured at the beginning of the school year were related to children's gains over the course of the year.
