LIVIVO - Search results -

Search results

Result 1 - 10 of total 86

Search options

Article: Interstate Variability in COVID-19 Infection and Death Rates: Do Climate, Health Conditions, and Distancing Policies Matter?

Reynolds, Arthur J

Journal of public health policy and planning

2021 Volume 5, Issue 1, Page(s) 1–3

Abstract: A comprehensive model to explain variation across U. S. states in COVID-19 outcomes through August 7, 2020 indicated that improvements in social distancing, intermediate spring relative humidity and temperature, and lower concentrations of elderly ... ...

Abstract	A comprehensive model to explain variation across U. S. states in COVID-19 outcomes through August 7, 2020 indicated that improvements in social distancing, intermediate spring relative humidity and temperature, and lower concentrations of elderly residents were associated with lower rates of coronavirus/COVID-19 infection and mortality as well as changes over time. These influences were observed after accounting for testing prevalence per 100,000 state residents. Findings indicate the benefits of continued preventive efforts by states and the value of tailoring resources at multiple levels of risk.
Language	English
Publishing date	2021-01-28
Publishing country	England
Document type	Journal Article
Database	MEDical Literature Analysis and Retrieval System OnLINE

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Details ▾

Article ; Online: Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society.

Reynolds, Arthur J

Development and psychopathology

2021 Volume 33, Issue 2, Page(s) 466–482

Abstract: In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was ... ...

Abstract	In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all.
MeSH term(s)	Child ; Child Development ; Child, Preschool ; Early Intervention, Educational ; Educational Status ; Humans ; Male ; Schools
Language	English
Publishing date	2021-03-17
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural
ZDB-ID	1036173-x
ISSN	1469-2198 ; 0954-5794
ISSN (online)	1469-2198
ISSN	0954-5794
DOI	10.1017/S0954579420001777
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 2601: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (2.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

Details ▾
- See ZB MED holdings
- Order with fees

Article ; Online: Psychological well-being in midlife following early childhood intervention.

Mondi, Christina F / Reynolds, Arthur J

Development and psychopathology

2022 Volume 35, Issue 1, Page(s) 357–382

Abstract: The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn ... ...

Abstract	The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participantsâ€™ psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed.
MeSH term(s)	Humans ; Child, Preschool ; Adult ; Longitudinal Studies ; Psychological Well-Being ; Early Intervention, Educational ; Educational Status ; Schools
Language	English
Publishing date	2022-01-24
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	1036173-x
ISSN	1469-2198 ; 0954-5794
ISSN (online)	1469-2198
ISSN	0954-5794
DOI	10.1017/S0954579421001528
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 2601: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (2.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾
- See ZB MED holdings
- Order with fees

Article ; Online: Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers' school readiness.

Vaisarova, Julie / Reynolds, Arthur J

Educational assessment, evaluation and accountability

2022 Volume 34, Issue 2, Page(s) 195–226

Abstract: Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the ... ...

Abstract	Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire - the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students' end-of-year performance on a routine school readiness assessment (N = 1,289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds' school readiness generally improved as the proportion of child-initiated time increased, while three-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers' school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.
Language	English
Publishing date	2022-01-17
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	2478406-0
ISSN	1874-8600 ; 1874-8597
ISSN (online)	1874-8600
ISSN	1874-8597
DOI	10.1007/s11092-021-09376-6
Database	MEDical Literature Analysis and Retrieval System OnLINE

Full text online

Accessible to users with ZB MED library card

Order via subito

Details ▾
- Full text online
- Order with fees

Article: Preschool instructional approaches and age 35 health and well-being.

Ernst, Jasmine R / Reynolds, Arthur J

Preventive medicine reports

2021 Volume 23, Page(s) 101498

Abstract: In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-Parent ... ...

Abstract	In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-Parent Center preschools as part of the Chicago Longitudinal Study from 1983 to 1985. Preschool curriculum was obtained from teacher reports and validated by program evaluators. These data were categorized by raters as: high teacher-directed and child-initiated; low teacher-directed and child-initiated; low teacher-directed and high child-initiated; or high teacher-directed and low child-initiated. Data on adult outcomes were obtained through surveys and administrative records. Those in preschool classrooms with high teacher-directed and child-initiated instruction had increased odds of having a livable wage (Odds Ratio(OR) = 2.02,
Language	English
Publishing date	2021-07-19
Publishing country	United States
Document type	Journal Article
ZDB-ID	2785569-7
ISSN	2211-3355
ISSN	2211-3355
DOI	10.1016/j.pmedr.2021.101498
Database	MEDical Literature Analysis and Retrieval System OnLINE

Order via subito

Article ; Online: Adverse childhood experiences in a low-income black cohort: The importance of context.

Giovanelli, Alison / Reynolds, Arthur J

Preventive medicine

2021 Volume 148, Page(s) 106557

Abstract: Adverse Childhood Experiences (ACEs) have been definitively linked with cross-domain life course well-being. While scales measuring the ten "Conventional" ACEs (ACEs-C; intrafamilial experiences of abuse, neglect, and household dysfunction) are ... ...

Abstract	Adverse Childhood Experiences (ACEs) have been definitively linked with cross-domain life course well-being. While scales measuring the ten "Conventional" ACEs (ACEs-C; intrafamilial experiences of abuse, neglect, and household dysfunction) are parsimonious, use of such scales alone may fail to capture crucial information about adversity, particularly in youth growing up in underresourced areas. Patterns and disparities in Conventional and Expanded ACEs (ACEs-E; experiences more common in impoverished and densely populated areas) were examined in the large, primarily Black Chicago Longitudinal Study cohort. This cohort has been followed from the 1980s to the present. Participants in the present study, comprising over 70% of the original sample, responded to a follow-up survey between 2012 and 2017. ACE information was collected both prospectively and retrospectively. Overall ACE prevalence and differences in ACEs by sex and risk were explored using logistic regression with adjusted and unadjusted odds ratios, and chi-squared tests. Higher sociodemographic risk in early childhood was associated with higher rates of ACEs-C through adolescence. Males endorsed higher rates of ACEs-E, particularly relating to violent crime. Nearly 1/5 of participants reported only ACEs-E, which are often not measured when assessing ACEs. Findings underscore enduring effects of early childhood risk factors on ACE exposure, as well as contributions of community characteristics to childhood adversity. Given strong associations between ACEs, environment, and well-being, enhancing inclusivity in our understanding of childhood adversity is a public health priority.
MeSH term(s)	Adolescent ; Adverse Childhood Experiences ; Black or African American ; Chicago/epidemiology ; Child ; Child, Preschool ; Humans ; Longitudinal Studies ; Male ; Retrospective Studies
Language	English
Publishing date	2021-04-18
Publishing country	United States
Document type	Journal Article ; Research Support, N.I.H., Extramural ; Research Support, Non-U.S. Gov't
ZDB-ID	184600-0
ISSN	1096-0260 ; 0091-7435
ISSN (online)	1096-0260
ISSN	0091-7435
DOI	10.1016/j.ypmed.2021.106557
Database	MEDical Literature Analysis and Retrieval System OnLINE

In stock of ZB MED Cologne/Königswinter

Zs.A 878: Show issues

Location:
Je nach Verfügbarkeit (siehe Angabe bei Bestand)
bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
Jg. 1995 - 2021: Lesesall (1.OG)
ab Jg. 2022: Lesesaal (EG)

Order via subito

Details ▾
- See ZB MED holdings
- Order with fees

Article ; Online: Evaluation of Midlife Educational Attainment Among Attendees of a Comprehensive Early Childhood Education Program in the Context of Early Adverse Childhood Experiences.

Giovanelli, Alison / Mondi, Christina F / Reynolds, Arthur J / Ou, Suh-Ruu

JAMA network open

2023 Volume 6, Issue 6, Page(s) e2319372

Abstract: Importance: Educational attainment is a key social determinant of health and can be particularly consequential for racial and ethnic minority populations. Although the consequences of adverse childhood experiences (ACEs) are well established, there is ... ...

Abstract	Importance: Educational attainment is a key social determinant of health and can be particularly consequential for racial and ethnic minority populations. Although the consequences of adverse childhood experiences (ACEs) are well established, there is little research on protective factors and policy-relevant strategies to mitigate ACE-related inequities. Objective: To examine associations between early ACEs, comprehensive early intervention, and midlife educational attainment in a cohort of predominantly Black participants. Design, setting, and participants: The Chicago Longitudinal Study is a prospective cohort study of Black and Latinx children from Chicago, Illinois. The intervention group included 989 children entering the Child-Parent Center (CPC) preschool Early Childhood Education (ECE) program in the 1980s. The comparison group comprised 550 children participating in usual early childhood services. All participants were followed up for 30 years after the end of the intervention. Analyses were conducted from July 1 to September 1, 2022. Intervention: Attendance at the CPC preschool ECE program. Main outcomes and measures: A standard battery of early childhood ACEs (conventional ACEs), a set of early childhood ACEs more commonly associated with high-poverty contexts (expanded ACEs), and educational attainment at 35 years of age were measured from self-report and administrative records. Results: The original Chicago Longitudinal Study sample comprised 1539 participants (1430 Black participants [92.9%]; 774 female participants [50.3%]). Data on educational attainment and ACEs were available for 1083 of 1467 living participants (73.8%). Participants in the present study (1013 Black participants [93.5%]; 594 female participants [54.9%]) were a mean (SD) age of 35.1 (0.3) years at completion of the midlife survey. For the comparison group but not the CPC intervention group, having 1 or more conventional or expanded ACEs in early childhood was associated with fewer years of education (β = -0.64; 95% CI, -1.02 to -0.26), reduced likelihood of attaining a bachelor's degree or higher (odds ratio, 0.26; 95% CI, 0.09-0.70), and reduced likelihood of attaining an associate's degree or higher (odds ratio, 0.26; 95% CI, 0.11-0.62) after adjusting for covariates. Moderation analyses indicated that CPC participants with either conventional or expanded ACEs in early childhood attained a bachelor's degree or higher and an associate's degree or higher at rates similar to CPC participants without early ACEs (15.4% vs 13.6% for bachelor's degree or higher; 22.4% vs 19.9% for associate's degree or higher). Conversely, comparison group participants with early ACEs had significantly lower rates of educational attainment than their counterparts without ACEs (3.7% vs 12.1% for bachelor's degree or higher; 5.6% vs 17.1% for associate's degree or higher). Conclusions: This cohort study suggests that early ACEs were associated with reduced educational attainment for the comparison group but not for the group participating in the CPC comprehensive early intervention. These results build on research suggesting that youths at higher risk can benefit most from intervention and support ECE as a tool for reducing ACE-related disparities.
MeSH term(s)	Adolescent ; Child, Preschool ; Humans ; Female ; Adult ; Cohort Studies ; Longitudinal Studies ; Adverse Childhood Experiences ; Ethnicity ; Prospective Studies ; Minority Groups/education ; Educational Status
Language	English
Publishing date	2023-06-01
Publishing country	United States
Document type	Journal Article
ISSN	2574-3805
ISSN (online)	2574-3805
DOI	10.1001/jamanetworkopen.2023.19372
Database	MEDical Literature Analysis and Retrieval System OnLINE

Order via subito

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article ; Online: Closing Achievement Gaps Through Preschool-To-Third-Grade Programs.

Temple, Judy A / Ou, Suh-Ruu / Reynolds, Arthur J

Frontiers in education

2022 Volume 7

Abstract: Achievement gaps by family income, race, and ethnicity have persisted for decades. Yet only in recent years has this major social problem become a national priority in the U.S. and many other ... ...

Abstract	Achievement gaps by family income, race, and ethnicity have persisted for decades. Yet only in recent years has this major social problem become a national priority in the U.S. and many other countries
Language	English
Publishing date	2022-06-16
Publishing country	Switzerland
Document type	Journal Article
ISSN	2504-284X
ISSN (online)	2504-284X
DOI	10.3389/feduc.2022.871973
Database	MEDical Literature Analysis and Retrieval System OnLINE

Order via subito

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

Article: Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool Program.

Varshney, Nishank / Temple, Judy A / Reynolds, Arthur J

Journal of benefit-cost analysis

2022 Volume 13, Issue 1, Page(s) 57–90

Abstract: This paper evaluates the long-term impacts of the Chicago Child-Parent Center (CPC) program, a comprehensive early childhood program launched in the 1960s, on the physical and mental health outcomes. This study follows a cohort of 1539 participants born ... ...

Abstract	This paper evaluates the long-term impacts of the Chicago Child-Parent Center (CPC) program, a comprehensive early childhood program launched in the 1960s, on the physical and mental health outcomes. This study follows a cohort of 1539 participants born in 1979-1980 and surveyed most recently at age 35-37 by employing a matched study design created by including all students who were enrolled in kindergarten classrooms in CPC school sites as well as entire kindergarten classrooms in a matched set of similar high-poverty schools. Using propensity score weighting that addresses potential issues with differential attrition and nonrandom treatment assignment, results reveal that CPC preschool participation is associated with significantly lower rates of adverse health outcomes such as smoking and diabetes. Further, evaluating the economic impacts of the preschool component of the program, the study finds a benefit-cost ratio in the range of 1.35 to 3.66 (net benefit: $3,896) indicating that the health benefits of the program by themselves offset the costs of the program even without considering additional benefits arising from increased educational attainment and reduced involvement in crime reported in earlier cost-benefit analyses. The findings are robust to corrections for multiple hypothesis testing, sensitivity analysis using a range of discount rates, and Monte Carlo analysis to account for uncertainty in outcomes.
Language	English
Publishing date	2022-05-10
Publishing country	England
Document type	Journal Article
ZDB-ID	2573466-0
ISSN	2152-2812 ; 2194-5888
ISSN (online)	2152-2812
ISSN	2194-5888
DOI	10.1017/bca.2022.4
Database	MEDical Literature Analysis and Retrieval System OnLINE

Order via subito

Article: Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention.

Mondi, Christina F / Reynolds, Arthur J

Early education and development

2020 Volume 32, Issue 3, Page(s) 360–384

Abstract: Research findings: Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio- ... ...

Abstract	Research findings: Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students ( Practice and policy implications: Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.
Language	English
Publishing date	2020-06-26
Publishing country	United States
Document type	Journal Article
ISSN	1040-9289
ISSN	1040-9289
DOI	10.1080/10409289.2020.1778989
Database	MEDical Literature Analysis and Retrieval System OnLINE

Order via subito

Inter-library loan at ZB MED

Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

To top

More links

Kategorien

Inter-library loan at ZB MED

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

Full text online

More links

Kategorien

Order via subito

More links

Kategorien

Order via subito

More links

Kategorien

In stock of ZB MED Cologne/Königswinter

Order via subito

More links

Kategorien

Order via subito

Inter-library loan at ZB MED

More links

Kategorien

Order via subito

Inter-library loan at ZB MED

More links

Kategorien

Order via subito

More links

Kategorien

Order via subito

Inter-library loan at ZB MED