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Action speaks louder than words: Young children differentially weight perceptual, social, and linguistic cues to learn verbs
Brandone, Amanda C., July 2007
Child Development, 78(4), 1322-1342

An exploration of the ways that children utilize perceptual, social, and linguistic cues in order to learn verbs, using data from three experiments conducted with 21- to 24-month-old children

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After-School Environment Scales
Rosenthal, Robert, 1996
Child Development, 67(5), 2434-2445

Instruments


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Age 26 cost-benefit analysis of the Child-Parent Center early education program
Reynolds, Arthur J., January/February 2011
Child Development, 82(1), 379-404

A societal cost-benefit analysis of the Child-Parent Centers, based on findings from a complete cohort of over 1,400 program and comparison group participant data collected up to age 26

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The age group labels and categories of preschool children
Edwards, Carolyn P., 1984
Child Development, 55(2), 440-452

Two studies determining preschool children’s use of age group labels and categories; the first examining spontaneous labels for photographs and dolls representing the lifespan, and the second a photograph-sorting task exploring the points of transition between age groups and self-identification by age group

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Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2004
Child Development, 75(1), 280-295

A study determining the effects of family factors, child care types, and child care hours on children's functioning, utilizing data from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC)

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Are Head Start effects sustained?: A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Lee, Valerie E., 1990
Child Development, 61(2), 495-507

A study of the sustained effects in kindergarten and first grade of Project Head Start for disadvantaged black children between 1969 and 1970 in two American cities

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Are insecure-avoidant infants with extensive day-care experience less stressed by and more independent in the Strange Situation
Belsky, Jay, 1991
Child Development, 62(3), 567-571

A study of the relationship between child reactions to stressful situations and the amount of non-parental child care experienced by the child in his or her first year, in a sample of 20 insecure-avoidant infants

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Are there long-term effects of early child care?
Belsky, Jay, March/April 2007
Child Development, 78(2), 681-701

An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development

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Attachment behavior of day-care children: Naturalistic and laboratory observations
Ragozin, Arlene S., 1980
Child Development, 51(2), 409-415

A study of the relationships between child care and attachment behavior through naturalistic and laboratory observations

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Attachment in daily separations: Reconceptualizing day care and maternal employment issues
Anderson, Christine W., 1980
Child Development, 51(1), 242-245

A study of the impact of daily mother-child separations and multiple caregivers on development and maintenance of attachment

Other


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Attention in preschoolers: Associations with effortful control and motivation
Chang, Florence, 2005
Child Development, 76(1), 247-263

A study to determine whether characteristics of effortful control and motivation can promote attention skills in low income preschool children

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Beginnings of place value: How preschoolers write three-digit numbers
Byrge, Lisa, March, 2014
Child Development, 85(2), 437-443

Place value notation is essential to mathematics learning. This study examined young children's (4- to 6-yearolds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., "six hundred and forty-two"). Children's attempts often consisted of "expansions" in which the proper digits were written in order but with 0s or other insertions marking place (e.g., "600402" or "610042"). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed. (author abstract)

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A behavior-genetic study of the legacy of early caregiving experiences: Academic skills, social competence, and externalizing behavior in kindergarten
Roisman, Glenn I., March/April 2012
Child Development, 83(2), 728-742

A behavior-genetic study of associations between early parental support and academic skills, social competence, and externalizing behavior in kindergarten, based on assessments, at 24 months and approximately age 4, of a sample of 485 same-sex twin pairs from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), born in 2001, and tracked through kindergarten

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Biological sensitivity to context: The interactive effects of stress reactivity and family adversity on socioemotional behavior and school readiness
Obradovic, Jelena, January/February 2010
Child Development, 81(1), 270-289

An examination of the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in 338 children age 5 to 6 years, in a longitudinal study of social status, biological responses to adversity, and child mental and physical health in three waves from California 29 kindergarten classrooms

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Building a new biodevelopmental framework to guide the future of early childhood policy
Shonkoff, Jack P., January/February 2010
Child Development, 81(1), 357-367

A presentation of a biodevelopmental framework used to understand disparities in health, learning, and behavior and to inform the development of theories of change as well as early childhood programs and policies

Other


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Change in family income-to-needs matters more for children with less
Dearing, Eric, November/December 2001
Child Development, 72(6), 1779-1793

An examination of changes in family income-to-needs and its effect on young children's cognitive, language, and behavioral development and outcomes using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child care and children's peer interaction at 24 and 36 months: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2001
Child Development, 72(5), 1478-1500

A study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers


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Child care and the development of behavior problems among economically disadvantaged children in middle childhood
Votruba-Drzal, Elizabeth, September/October 2010
Child Development, 81(5), 1460-1474

A study of the relationship between low-income children's development of behavior problems during middle childhood and child care quality, extent and type of care, as well as an examination of child characteristics, gender, and race-ethnicity, as moderators of the development of behavior problems, based on data from 349 7- through 11-year-old participants in the Three-City Study

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Child care and low-income children's development: Direct and moderated effects
Votruba-Drzal, Elizabeth, 2004
Child Development, 75(1), 296-312

A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study

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Child care for children in poverty: Opportunity or inequality?
Phillips, Deborah A., 1991
Child Development, 65(1), 472-492

A study of child care quality in child care centers serving children from low-income families, its relationship to type of center-based programming, and its comparability to child care quality in centers serving upper- and middle-income families, based on data from the nationally representative Profile of Child Care Settings study and the National Child Care Staffing Study, which collected observational data on child care quality in 227 child care centers in five cities

Reports & Papers


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Child care in infancy and cognitive performance until middle childhood in the Millennium Cohort Study
Cote, Sylvana, July/August 2013
Child Development, 84(4), 1191-1208

An investigation of associations between non-parental child care received in infancy and children's cognitive outcomes at 3, 5, and 7 years of age, based on data from more than 13,000 children, born in the United Kingdom between 2000 and 2002, from the British Millennium Cohort Study

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Child care in poor communities: Early learning effects of type, quality, and stability
Loeb, Susanna, 2004
Child Development, 75(1), 47-65

A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers

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Child care quality and cognitive development: Trajectories leading to better preacademic skills
Cote, Sylvana, March/April 2013
Child Development, 84(2), 752-766

A study of the associations between child care quality experienced at ages 2, 3, and 4, and children's cognitive abilities, school readiness, receptive vocabulary, and numeracy skills and knowledge at age 4, based on data from 250 Canadian children

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Child care quality matters: How conclusions may vary with context
Love, John M., 2003
Child Development, 74(4), 1021-1033

An analysis of three national studies on child care quality and the impact of quality on child development

Other


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Child care research: A clinical perspective
Greenspan, Stanley, 2003
Child Development, 74(4), 1064-1068

An examination of two studies that suggest that young children demonstrate increased aggressive behavior in relationship to time spent in day care and increases in cortisol levels in relationship to full-time, group-oriented, out-of-home care, utilizing a clinical context that looks at individual differences in children, families, and child care environments

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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