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Assessing quality day care: The child care facility schedule
Dragonas, Thalia, 1995
International Journal of Behavioral Development, 18(3), 557-568

A description and validity study of the Child Care Facility Schedule, a research instrument tested in Greece, Nigeria and the Philippines, for observer measuring and personnel self-evaluation of child care center quality

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Associations among child care, family, and behavior outcomes in a nation-wide sample of preschool-aged children
Romano, Elisa, September 2010
International Journal of Behavioral Development, 34(5), 427–440

A study of the relationships among child care choice, family characteristics, and child behaviors, based on a secondary analysis of data on 4,521 4- and 5-year-olds in Canada

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Differential susceptibility to long-term effects of quality of child care on externalizing behavior in adolescence?
Belsky, Jay, January, 2012
International Journal of Behavioral Development, 36(1), 2-10

An examination of the moderating influence of temperament in infancy on the relationship between child care quality and problem behavior in 15-year-old adolescents, based on data from 842 participants in the Study of Early Child Care and Youth Development (SECCYD)

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Do type of childcare and age of entry predict behavior problems during early childhood?: Results from a large Norwegian longitudinal study
Lekhal, Ratib, May, 2012
International Journal of Behavioral Development, 36(3), 197-204

A study of the relationship between center care or family day care during the first, second, or third year of life and externalizing and internalizing problems at age 3, and the moderation of that relationship by child's gender, mother's and father's level of education, and family income, based on data from 73,068 children from the nationally representative and longitudinal Norwegian Mother and Child Cohort Study

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The effects of daycare intervention in the preschool years of the narrative skills of poverty children in kindergarten
Vernon-Feagans, Lynne, 1994
International Journal of Behavioral Development, 17(3), 503-523

A study of the effects of child care intervention on the narrative skills of poverty children in kindergarten

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The effects of daycare intervention on teacher's ratings of the elementary school discourse skills in disadvantaged children
Vernon-Feagans, Lynne, 1995
International Journal of Behavioral Development, 18, 243-261

An experimental study of whether a child care intervention program for at-risk children from impoverished backgrounds could affect teacher’s ratings of their language use in the classroom in early elementary school

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Encounters with aggressive peers in early childhood: Frequency, age difference and correlates of risk for behavior problems
Sinclair, Jamie, 1994
International Journal of Behavioral Development, 17(4), 675-696

A study of the influence of sex, age and family demographic characteristics on kindergartners participation in social activity settings and their exposure to aggressive peers.

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Environmental risk factors and children’s literacy skills during the transition to elementary school
Cadima, Joana, January 2010
International Journal of Behavioral Development, 34(1), 24-33

An examination of the effects of the accumulation of family risk factors on Portugese children’s literacy skills, both in preschool and in first grade on 106 children’s vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension

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Genetic vulnerability interacts with parenting and early care and education to predict increasing externalizing behavior
Lipscomb, Shannon T. , January, 2014
International Journal of Behavioral Development, 38(1), 70-80

The current study examined interactions among genetic influences and children's early environments on the development of externalizing behaviors from 18 months to 6 years of age. Participants included 233 families linked through adoption (birth parents and adoptive families). Genetic influences were assessed by birth parent temperamental regulation. Early environments included both family (overreactive parenting) and out-of-home factors (center-based Early Care and Education; ECE). Overreactive parenting predicted more child externalizing behaviors. Attending center-based ECE was associated with increasing externalizing behaviors only for children with genetic liability for dysregulation. Additionally, children who were at risk for externalizing behaviors due to both genetic variability and exposure to center-based ECE were more sensitive to the effects of overreactive parenting on externalizing behavior than other children. (author abstract)

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The impact of Jalan Sesama on the educational and healthy development of Indonesian preschool children: An experimental study
Borzekowski, Dina L. G., March 2011
International Journal of Behavioral Development, 35(2), 169-179

An examination of the effects of children's exposure to a multimedia educational intervention to improve academic success and well-being, based on information from 160 children 3 remote sections of the Banten Province in Indonesia randomly assigned to receive high exposure to the intervention, low exposure to the intervention, or who watched a different television program

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The impact of junior kindergarten on behaviour in elementary school children
Pagani, Linda, 2003
International Journal of Behavioral Development, 27(5), 423-427

A study of the impact of junior kindergarten on children’s behavioral development in Canada

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Out-of-home child care research: A cultural perspective
Rosenthal, Miriam K., 1999
International Journal of Behavioral Development, 23(2), 477-518

An analysis of the cultural context informing research on the effects of nonparental child care on children's development.

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Parental Responsibility Questionnaire
Lamb, Michael E., 1988
International Journal of Behavioral Development, 11, 433-449

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Parent beliefs and children's achievement trajectories during the transition to school in Asian American and European American families
Sy, Susan R., 2005
International Journal of Behavioral Development, 29(6), 505-515

A study of the relationships of 309 Asian American and 9471 European American parents’ beliefs, expectations, and involvement with their children’s math and reading achievement trajectories during the children’s transition to school, based on data from the Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K)

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Quality of child care in the preschool years: A comparison of the influence of home care and day care characteristics on child outcome
Pierrehumbert, Blaise, 2002
International Journal of Behavioral Development, 26(5), 385-396

A comparison of home care and non-parental child care (NPC) characteristics on children’s developmental outcomes

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The quest for quality in early day care and preschool experience continues
Melhuish, Edward, 2001
International Journal of Behavioral Development, 25(1), 1-6

A summary of research on the developmental effects and the quality of early care and education, with a discussion of issues related to the measurement of child care quality.

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Sympathy in the context of mother-child and teacher-child relationships
Kienbaum, Jutta, 2001
International Journal of Behavioral Development, 25(4), 302-309

Two German studies investigating relations between socialization influences, person variables, sympathy, and pro-social behavior in 5-year-old preschool children

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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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