Most Popular Books by Sydney Taylor

Fans of Laura Ingalls Wilder’s Little House books will enjoy a citified version as Sydney Taylor gives a charming glimpse at a time when daily life was very different, but family and faith were surprisingly the same. Ella, Henny, Sarah, Charlotte, and Gertie are back! Life is never dull for the loving, Jewish, all-of-a-kind family on New York’s Lower East Side in the early 1900s. Stand-alone chapters make this a perfect read-aloud, as the story follows the five sisters who are very busy, especially now that baby Charlie is growing so quickly. Ella gets a big role in the Purim play, Henny gets into trouble at school and runs away, Sarah gets her ears pierced, Charlotte has a scary kitchen accident, and Gertie finally is old enough to have a book of her own. And the girls befriend a young boy named Guido whose mother is very ill. Generations of readers have loved following the exploits of these very recognizable girls. This title, although written later, picks up right where the first, All-of-a-Kind Family, ended.

World War I has ended, and Ella, the oldest of the five sisters, who dreams of singing and dancing in the theater, is discovered by a Broadway talent scout. It seems that she will have her chance at a theatrical career after all, starting in vaudeville. But her thoughts are also on Jules, just returned from the War, and marriage. Once again a loving family provides the support needed to make the right decision.

More adventures of five sisters and their little brother groing up in a Jeish family in New York in the early twentieth century.

Reprint of the original, first published in 1843.

Fans of Laura Ingalls Wilder''s Little House books will enjoy a citified version as Sydney Taylor gives a charming glimpse at a time when daily life was very different, but family and faith were surprisingly the same. After moving uptown to the Bronx, the charming All-of-a-Kind Family have a new home, new neighbors and new friends. There''s always something exciting going on. Ella misses Jules who has joined the Army, Henny spills tea on a dress she borrowed without asking, Sarah works to win a prize at school, Charlotte takes the elevated train without paying her fare, Gertie makes a pancake, and Charlie is terrified when he meets Santa Claus! And things are are especially busy as Mother has gone into the hospital, and everyone must help out to make the house run smoothly. Generations of readers have loved growing up with the five Jewish girls whose trials and triumphs are as recognizable today as they were a hundred years ago. This fourth title of the series follows the girls as they grow into much more independent young women, and younger brother Charlie keeps everyone on their toes.

When Mrs. Brown invites the Lane family to dinner, she also gets an uninvited guest.

This book is a continuation of prose written as my alter-ego, "Angel" a natural submissive. She is sometimes lonely and always in need of being owned by a true Dom. Please enjoy a peek inside Angel''s Journey, the poetic journey continues. Sydney Taylor 2015

When Jules comes to see her after his return from the war, Ella finds it difficult to have some time alone with him.

The present study explored the associations between executive function skills and play ability in toddlers with Down Syndrome (DS). Participants included 79 children with DS (mean age= 38 months; 53% female). Executive function ability was measured via parent report (BRIEF-P) and three child tasks (Memory Tower Task, EF Search Task, and the Persistence Puzzle Task). Play ability was measured via the Structured Play Assessment. Higher diversity of play acts predicted higher working memory ability and planning ability, while higher play level predicted better planning/persistence. Results suggest that play level and diversity of play can predict some aspects of EF (memory, planning, persistence), but not others (inhibition/shift from the Search Task) in this sample of toddlers with Down syndrome. Future research would benefit from larger samples that may address generalizability of study findings. Improving school readiness, as well as social and academic outcomes, in children with DS are critical research targets for this population during this developmental period. The results of this study may inform and support the development of interventions to better target improving these proficiencies.

The quality of the relationship between a mentor and mentee is considered an influential mechanism linking youth mentoring to positive developmental outcomes (Rhodes, 2005). Assuch, it is important to understand the factors that promote the development of a high-quality youth mentoring relationship in order to maximize youth outcomes. Previous literature notes that personality characteristics and attachment style influence the quality of dyadic relationships (Asendorpf & Wilpers, 1998; Noftle & Shaver, 2006). The present study sought to examine whether dimensions of mentor personality and attachment style influenced the quality of the youth mentoring relationship. This study also examined whether mentor attachment style moderated the relationship between mentor personality and youth mentoring relationship quality. Participants were 55 elementary school children and 62 college student mentors who were participating in a randomized trial of a school-based mentoring program for children showing early signs of aggressive behavior. Children were mentored for two semesters and received a different mentor each semester, resulting in 104 unique mentoring relationships. Mentor personality and attachment were assessed through mentor self-report, and measures of youth mentoring relationship quality were assessed through both mentor- and mentee-report. Results suggest the personality dimensions of Extraversion and Openness are significantly associated with mentoring relationship quality. Furthermore, mentor attachment style moderated the relationship between certain dimensions of mentor personality and mentoring relationship quality. This study informs our understanding of the unique influence of mentor personality and attachment on youth mentoring relationship quality within the context of a mentoring program embedded in an important social context at school.