Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study

Author(s): Peisner-Feinberg, Ellen S.; Burchinal, Margaret;
Date Issued: 1997
Publisher(s): Wayne State University Press
Description: A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics.
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Funder(s): USWEST Foundation ; Pew Charitable Trusts ; David & Lucile Packard Foundation ; William T. Grant Foundation ; Carnegie Corporation of New York ; A. L. Mailman Family Foundation ; JFM Foundation
Journal Title: Merrill-Palmer Quarterly
Volume Number: 43
Issue Number: 3
Page Range: 451-477
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality
Country: United States
States: CALIFORNIA, COLORADO, CONNECTICUT, NORTH CAROLINA
ISSN: 1535-0266 Online
0272-930X Paper
Unit Of Analysis: Individual (child)
Universe: Children eligible to enter kindergarten in 1994, from primarily English-speaking homes, and expected to remain in same child care setting during the following year, belonging to any of the 177 of observed preschool classrooms in the Cost, Quality, and Outcomes Study.
Peer Reviewed: yes
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