Published: June 4, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 42 CLI Authors: Kelly Vaughn, PhD and Dana DeMaster, PhD Abstract: Findings consistently link atypical neurological development with developmental delay and lasting mental health problems in large clinical populations. Cascading effects of early neurological disorders result in disrupted… Read more »
Author: childrenslearninginstitute
Frontostriatal White Matter Integrity Relations with “Cool” and “Hot” Self-Regulation after Pediatric Traumatic Brain Injury
Published: December 14, 2020 Publication: Journal of NeuroTrauma CLI Authors: Dana DeMaster, PhD and Linda Ewing-Cobbs, PhD Abstract: Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures in pre-frontal and striatal regions involved in self-regulation (SR). Dorsal and ventral frontostriatal pathways have been linked to cognitive (“cool”) and emotional (“hot”)… Read more »
“Doing What I can, but I got no Magic Wand”
A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 31, 2021 Publication: Early Childhood Education Journal CLI Authors: April Crawford, PhD, Cathy L. Guttentag, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, Kelly A. Vaughn, PhD, and Tricia A, Zucker, PhD Abstract: The COVID-19 pandemic impacted early childhood… Read more »
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
Published: August 18, 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD Abstract: This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and… Read more »
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms
Published: November 2021 Publication: Journal of Educational Psychology CLI Authors: Vibhutibala Bhavsar, April Crawford, PhD, Hsien-Yuan Hsu, PhD, Susan H. Landry, PhD, Pauline Monsegue-Bailey, PhD, Cheryl Varhese, PhD, and Tricia A, Zucker, PhD Abstract: This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers… Read more »
Teachers’ use of questions during shared book reading: Relations to child responses
Published: June 25, 2019 Publication: Early Childhood Research Quarterly CLI Author: Tricia A, Zucker, PhD Abstract: This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between… Read more »
A strengths-based, culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning
Published: October 20, 2021 Publication: Child Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes… Read more »
Novel Oppositional Defiant Disorder 6 Months After Traumatic Brain Injury in Children and Adolescents
Published: November 12, 2021 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The investigators aimed to assess predictive factors of novel oppositional defiant disorder (ODD) among children and adolescents in the first 6 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years who experienced a TBI… Read more »
Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading
Published: November 24, 2021 online and January 5, 2022 in issue Publication: Language, Speech, and Hearing Services in Schools CLI Author: Tricia Zucker, PhD Abstract: Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This… Read more »
CLI Earns Grant to Spark Girls’ Interest in STEM
March 31, 2022 | McGovern Medical School: Scoop | by Roman Petrowski The Children’s Learning Institute grant, “Breaking stereotypes through culturally relevant storytelling: Optimizing out-of-school time STEM experiences for elementary-age girls to strengthen their STEM interest pathways” is funded for nearly $2 million from the National Science Foundation. To reduce inequities among females who are Latino… Read more »
