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Early Education and Development Volume 24, 2013 - Issue 4
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ARTICLES

Early Head Start Relationships: Association with Program Outcomes

James Elicker PhD Human Development and Family Studies, Purdue University
,
Xiaoli Wen Early Childhood Education, National College of Education, National Louis University
,
Kyong-Ah Kwon Department of Early Childhood Education, Georgia State University
&
Jill B. Sprague Human Development and Family Studies, Purdue University
Pages 491-516 | Published online: 30 Apr 2013

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Deborah Wilson, Corinne Plesko, Teresa N. Brockie & Nancy Glass. (2023) The well-being of head start teachers: a scoping literature review. Journal of Early Childhood Teacher Education 44:4, pages 747-772.
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Sarah N. Lang, Shinyoung Jeon & Erin Tebben. (2023) Relationships Between Families and Head Start Staff: Associations with Children’s Academic Outcomes Through Home Involvement and Approaches to Learning. Early Education and Development 0:0, pages 1-18.
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Susan M. Sheridan, Lisa L. Knoche, Courtney Boise, Amanda Witte, Natalie Koziol, Amanda Prokasky, Rachel Schumacher & Hannah Kerby. (2022) Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis. Early Education and Development 33:6, pages 958-978.
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Jeong-Kyun Choi, Holly Hatton-Bowers & Jiwon Shin. (2022) Predicting Toddlers’ Problematic Behaviors: the role of poverty, parenting, and childcare. Early Child Development and Care 192:2, pages 313-330.
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Ji Young Choi, Diane Horm, Shinyoung Jeon & Dahyung Ryu. (2019) Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?. Early Education and Development 30:3, pages 337-356.
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Nimet Bülbin Sucuoğlu & Hatice Bakkaloğlu. (2018) The quality of parent–teacher relationships in inclusive preschools. Early Child Development and Care 188:8, pages 1190-1201.
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MallaryI. Swartz & M. Ann Easterbrooks. (2014) The Role of Parent, Provider, and Child Characteristics in Parent–Provider Relationships in Infant and Toddler Classrooms. Early Education and Development 25:4, pages 573-598.
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Articles from other publishers (15)

Pearl Avari, Erin Hamel, Rachel E Schachter & Holly Hatton-Bowers. (2022) Communication with families: Understanding the perspectives of early childhood teachers. Journal of Early Childhood Research 21:2, pages 241-255.
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Stephanie C. Kathan. (2023) Predicting Family Engagement in Early Head Start. Children and Youth Services Review, pages 106804.
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Karen L. Bierman & Susan M. Sheridan. 2022. Family-School Partnerships During the Early School Years. Family-School Partnerships During the Early School Years 1 15 .
Caitlin McPherran Lombardi, Eleanor Fisk & Kyle DeMeo Cook. (2021) Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool?. Children and Youth Services Review 131, pages 106285.
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Emily R. Herman, Meghan L. Breedlove & Sarah N. Lang. (2021) Family Child Care Support and Implementation: Current Challenges and Strategies from the Perspectives of Providers. Child & Youth Care Forum 50:6, pages 1037-1062.
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Shinyoung Jeon, Lieny Jeon, Sarah Lang & Kaitlyn Newell. (2021) Teacher Depressive Symptoms and Child Math Achievement in Head Start: The Roles of Family–Teacher Relationships and Approaches to Learning. Child Development 92:6, pages 2478-2495.
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Tamara Fischmann, Lorena K. Asseburg, Jonathan Green, Felicitas Hug, Verena Neubert, Ming Wan & Marianne Leuzinger-Bohleber. (2020) Can Psychodynamically Oriented Early Prevention for “Children-at-Risk” in Urban Areas With High Social Problem Density Strengthen Their Developmental Potential? A Cluster Randomized Trial of Two Kindergarten-Based Prevention Programs. Frontiers in Psychology 11.
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Sarah N. Lang, Lieny Jeon, Sarah J. Schoppe-Sullivan & Michael B. Wells. (2020) Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development. Child & Youth Care Forum 49:4, pages 623-646.
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Christine A. Marvin, Amanda L. Moen, Lisa L. Knoche & Susan M. Sheridan. (2019) Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions . Young Exceptional Children 23:1, pages 36-51.
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Shinyoung Jeon, Kyong-Ah Kwon, Shannon Guss & Diane Horm. (2020) Profiles of family engagement in home- and center-based Early Head Start programs: Associations with child outcomes and parenting skills. Early Childhood Research Quarterly 53, pages 108-123.
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Shinyoung Jeon, Ji Young Choi, Diane M. Horm & Sherri Castle. (2018) Early Head Start dosage: The role of parent-caregiver relationships and family involvement. Children and Youth Services Review 93, pages 291-300.
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Susan M. Sheridan, Amanda L. Moen & Lisa L. Knoche. 2017. The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies. The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies 287 309 .
Brandon D. Becker, Freda Patterson, Jay S. Fagan & Robert C. Whitaker. (2016) Mindfulness among Home Visitors in Head Start and the Quality of Their Working Alliance with Parents. Journal of Child and Family Studies 25:6, pages 1969-1979.
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Katherine L. Casillas, Angèle Fauchier, Bridget T. Derkash & Edward F. Garrido. (2016) Implementation of evidence-based home visiting programs aimed at reducing child maltreatment: A meta-analytic review. Child Abuse & Neglect 53, pages 64-80.
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Susan M. Sheridan, Shannon R. Holmes, Tyler E. Smith & Amanda L. Moen. 2016. Family-School Partnerships in Context. Family-School Partnerships in Context 1 23 .

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