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Early childhood education and care (ECEC) and reading acquisition in at-risk readers: Does quantity matter?
Kruk, Richard S., January, 2013
Canadian Journal of Behavioural Science, 45(1), 49-63

Early childhood education and care (ECEC), involving nonparental preschool supervision and programming for children in centre-based and school contexts, can influence academic outcomes during elementary years. We present preliminary findings identifying quantity and timing as important but relatively little investigated aspects of ECEC experience. We focus on associations among cumulative ECEC hours during the early preschool (birth to 24 months prior to the commencement of Grade 1) and late preschool (24 months prior to Grade 1) periods, and later growth in children's achievement in letter naming, decoding, and reading comprehension. Ninety-four children, aged 72 to 91 months at the outset, were examined across five testing occasions spanning the first two-and-a-half years of formal schooling. The quantity of ECEC in the early and late periods did not independently account for significant variance in initial status or growth in reading outcomes. However, differential influences of timing and quantity in children at risk of developing reading difficulty and in children experiencing family SES risk were found for decoding and comprehension. Results are consistent with a contextual support model of influence of ECEC quantity, and they indicate contextual circumstances in which ECEC experience may be a protective factor for early reading development. (author abstract)

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Infant care decisions and attachment security: The Canadian Transition to Child Care Study
McKim, Margaret, 1999
Canadian Journal of Behavioural Science, 31(2), 92-106

A short-term longitudinal study of the relationship between attachment security and family and child care characteristics

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Language competence, narrative ability, and school readiness in low-income preschool children
Fiorentino, Lisa, 2004
Canadian Journal of Behavioural Science, 36(4), 280-294

An investigation of the associations among low income preschool children's narrative ability, school readiness, and language competence

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Post-partum employment patterns, family-based care arrangements, and the mother-infant relationship at age two
Symons, Douglas K., 1998
Canadian Journal of Behavioural Science, 30(2), 121-131

A study of post-partum maternal employment profiles with infant-mother attachment security and maternal sensitivity in rural Canada

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Where do anxious children "fit" best?: Childcare and the emergence of anxiety in early childhood
Coplan, Robert J., July 2010
Canadian Journal of Behavioural Science, 42(3), 185-193

A study of relationships between primary child care type, early anxiety, and anxiety symptoms in early elementary school based on a secondary analysis of data from 3,100 4-and 5-year-olds followed over two years from the Canadian National Longitudinal Survey of Children and Youth

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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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