Matia Finn-Stevenson
Dados Biográficos
| ID | 5507573 |
|---|---|
| NOME | Matia Finn-Stevenson |
| PRENOMES | Matia |
| SOBRENOME | Finn-Stevenson |
| ASSINATURA | FINN-STEVENSON M |
| AFILIAÇÕES | Bush Center in Child Development and Social Policy, Yale University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2016 |
| ÍNDICE H | 2 |
Longitudinal Effects of Parent–Child Interactions on Children’s Social Competence
Purpose: This study examined normative change in children’s levels of social competence and parent–child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children’s social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age from 4 to 61⁄2 years. Hierarchical linear modeling was used to estimate change over time in social compe…
From research to policy and practice
Current education reform policies focus on raising academic achievement and ensuring that all students have access to high-quality education. Because the achievement gap is apparent even before children enter school, the authors believe that education reform must encompass the early childhood years. The current dialogue about universal preschool presents an opportunity to address the need for a national system for early care and education. The au…
Nutrition and brain development
Undernutrition among young children is widespread in the United States and has a detrimental impact on brain development. This article explores the risks associated with undernutrition and the potential for recovery when diet and the environment improve. Three policy implications are discussed: (a) increasing access to federal food programs, (b) promoting breastfeeding, and (c) working toward reducing child poverty
Whole School Reform in a Low-Income African American Community
This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Development Program, a school management and collaborative decision-making model. The study used written surveys, in-depth interviews, achievement tests, an…
Linking child care and support services with the school
This paper reports the results of an evaluation of two pilot Schools of the 21st Century (21C), a school-based services model which provides a comprehensive program of child care and family support to children from birth to 12 years old. Two elementary schools in Independence, Missouri, serving predominately middle-class white suburban communities, were tracked during their 2nd, 3rd and 4th years of implementation of 21C. The study sample consist…
Supporting children and families in the schools
The School of the 21st Century, a model designed to address the soaring need for child care, is housed in an institution already present in every neighborhood-the public school. Its potential to serve as a primary prevention program, through provision of child-care and family-support services for children from birth through age 12, is described. Examples of program effectiveness are offered, and the additional benefits of integration with related…
Funding Child Care and Public Education
Funding Child Rearing
This article proposes two financing plans to address what the author identifies as the two primary concerns in the child care field: (1) a child allowance for poor and near-poor households to address the child care problems of low-income families, and (2) a program of voluntary parental leave, available to all parents at child birth or adoption, to ensure the adequacy of infant care. The child allowance plan would cover the first three children i…
A Response to Arguments against Mandated Parental Leave
Eileen Trzcinski, Matia Finn-Stevenson, A Response to Arguments against Mandated Parental Leave: Findings from the Connecticut Survey of Parental Leave Policies, Journal of Marriage and Family, Vol. 53, No. 2 (May, 1991), pp. 445-460
Mandated leave
Results of a survey of federal and state legislation on family and medical leave, based on proposed legislative activities in 1986 and 1987 and on the outcome of these activities from 1986 to 1991, are presented. Major variations in employee provisions and employer protections are outlined and discussed, and likely directions for future legislation identified
A Response to Arguments against Mandated Parental Leave
Eileen Trzcinski, Matia Finn-Stevenson, A Response to Arguments against Mandated Parental Leave: Findings from the Connecticut Survey of Parental Leave Policies, Journal of Marriage and Family, Vol. 53, No. 2 (May, 1991), pp. 445-460
Linking child care and support services with the school
This paper reports the results of an evaluation of two pilot Schools of the 21st Century (21C), a school-based services model which provides a comprehensive program of child care and family support to children from birth to 12 years old. Two elementary schools in Independence, Missouri, serving predominately middle-class white suburban communities, were tracked during their 2nd, 3rd and 4th years of implementation of 21C. The study sample consist…
Longitudinal Effects of Parent–Child Interactions on Children’s Social Competence
Purpose: This study examined normative change in children’s levels of social competence and parent–child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children’s social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age from 4 to 61⁄2 years. Hierarchical linear modeling was used to estimate change over time in social compe…
Whole School Reform in a Low-Income African American Community
This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Development Program, a school management and collaborative decision-making model. The study used written surveys, in-depth interviews, achievement tests, an…
Funding Child Care and Public Education
A Response to Arguments against Mandated Parental Leave
Eileen Trzcinski, Matia Finn-Stevenson, A Response to Arguments against Mandated Parental Leave: Findings from the Connecticut Survey of Parental Leave Policies, Journal of Marriage and Family, Vol. 53, No. 2 (May, 1991), pp. 445-460
Mandated leave
Results of a survey of federal and state legislation on family and medical leave, based on proposed legislative activities in 1986 and 1987 and on the outcome of these activities from 1986 to 1991, are presented. Major variations in employee provisions and employer protections are outlined and discussed, and likely directions for future legislation identified
Funding Child Care and Public Education
Funding Child Rearing
This article proposes two financing plans to address what the author identifies as the two primary concerns in the child care field: (1) a child allowance for poor and near-poor households to address the child care problems of low-income families, and (2) a program of voluntary parental leave, available to all parents at child birth or adoption, to ensure the adequacy of infant care. The child allowance plan would cover the first three children i…
Supporting children and families in the schools
The School of the 21st Century, a model designed to address the soaring need for child care, is housed in an institution already present in every neighborhood-the public school. Its potential to serve as a primary prevention program, through provision of child-care and family-support services for children from birth through age 12, is described. Examples of program effectiveness are offered, and the additional benefits of integration with related…
Linking child care and support services with the school
This paper reports the results of an evaluation of two pilot Schools of the 21st Century (21C), a school-based services model which provides a comprehensive program of child care and family support to children from birth to 12 years old. Two elementary schools in Independence, Missouri, serving predominately middle-class white suburban communities, were tracked during their 2nd, 3rd and 4th years of implementation of 21C. The study sample consist…
Whole School Reform in a Low-Income African American Community
This article reports the results of a 1-year evaluation of the CoZi model, a whole school reform model that combines Edward Zigler’s School of the 21st Century (which includes on-site, daylong, and year-round preschool, after-school care, and family support services) with James Comer’s School Development Program, a school management and collaborative decision-making model. The study used written surveys, in-depth interviews, achievement tests, an…
Nutrition and brain development
Undernutrition among young children is widespread in the United States and has a detrimental impact on brain development. This article explores the risks associated with undernutrition and the potential for recovery when diet and the environment improve. Three policy implications are discussed: (a) increasing access to federal food programs, (b) promoting breastfeeding, and (c) working toward reducing child poverty
From research to policy and practice
Current education reform policies focus on raising academic achievement and ensuring that all students have access to high-quality education. Because the achievement gap is apparent even before children enter school, the authors believe that education reform must encompass the early childhood years. The current dialogue about universal preschool presents an opportunity to address the need for a national system for early care and education. The au…
Longitudinal Effects of Parent–Child Interactions on Children’s Social Competence
Purpose: This study examined normative change in children’s levels of social competence and parent–child interactions (PCIs) from kindergarten through second grade as well as relations between levels of PCI and children’s social development. Methods: Multiple waves of data were collected from parents and teachers of 379 children ranging in age from 4 to 61⁄2 years. Hierarchical linear modeling was used to estimate change over time in social compe…
Medicine (7 obras) · Psychology (7 obras) · Early Childhood Education and Development (6 obras) · Developmental psychology (5 obras) · Political science (5 obras) · Child care (4 obras) · Economics (4 obras) · Medical education (4 obras) · Nursing (4 obras) · Business (3 obras)