CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed. This study examined the association between an understanding of psychological causation and the ability of young children to produce goal-based episodes in narratives. Use of psychological causation was related to age, and was a stronger predictor of producing goal-based episodes than was either age, or overall language ability.
Further research is called for.
The evaluation included documentation of program processes and outcomes, viewed from multiple perspectives using both quantitative and qualitative methods. Kindergarten report card progress and readiness for first grade were rated significantly higher for full-day children. This study illustrates the converging validity and richness of evaluation results which are possible when a comprehensive, ecological approach is used. Parents were randomly assigned to participate or not participate in a three month-long, weekly, parent training program. Following completion of the program members of participating families were less likely to engage in conflict during a puzzle solving task than were members of nonparticipating familes.