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Accounting for movement between childcare classrooms: Does it change teacher effects interpretations?
Setodji, Claude M., January/February 2012
Journal of Applied Developmental Psychology, 33(1), 1-12

A study of the prevalence of teacher and child movement between classrooms, of the link between head and assistant teachers' qualifications and quality of care, and of the relationship between head and assistant teacher qualifications and children's literacy, receptive language, and mathematics skills that includes an examination of the mediating influence of child and teacher movement on that relationship, based on data from community-based child care centers serving 790 primarily low-income children in Colorado

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Advancing the use of scientifically based research in forming policy: A response to Mahoney and Zigler
Dynarski, Mark, 2006
Journal of Applied Developmental Psychology, 27(4), 295-297

A critique of a discussion of the effect of the national impact evaluation of the 21st Century Community Learning Centers program on the program's funding appropriation

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Associations between nonparental care experience and preschooler's emotion regulation in the presence of the mother
Morales, Michael, 1996
Journal of Applied Developmental Psychology, 17(4), 577-596

An observational study concerning the association between childrenís nonparental care experiences and emotional regulation in the presence of their mother

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Caregivers in day-care centers: does training matter?
Arnett, Jeffrey, October-December 1989
Journal of Applied Developmental Psychology, 10(4), 541-552

A study of the relationship between the the training level of caregivers and their attitudes and behavior toward children in their care, based on a sample of 59 caregivers in 22 child care centers in Bermuda

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Changing interactions between teachers and socially inhibited kindergarten children: An interpersonal approach
Roorda, Debora L., July/August 2013
Journal of Applied Developmental Psychology, 34(4), 173-184

In a short-term longitudinal intervention study, it was investigated whether a short teacher training in interpersonal theory and the complementarity principle could be used to break negative interaction cycles between teachers and socially inhibited kindergartners. Sixty-five children and their 35 regular teachers were observed in a dyadic task setting, on three occasions. In the training, it was explained that teachers could elicit more initiative from children by being less dominant and more friendliness by being more affiliative. Independent observers rated teachers' and children's interactive behaviors in 5-second episodes. Teachers reported on children's social inhibition. Multilevel analyses showed that the training elicited a decrease in teacher control at follow-up. Unexpectedly, the training increased teachers' complementarity on the affiliation dimension, especially in interactions with highly inhibited children. Implications for theory and practice are discussed. (author abstract)

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Child and maternal contributions to shared reading: Effects on language and literacy development
Deckner, Deborah F., 2006
Journal of Applied Developmental Psychology, 27(1), 31-41

A longitudinal study of the effects of mother-child home literacy practices on children's expressive and receptive language development, letter knowledge, and knowledge of print concepts from 18 to 42 months of age

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Child care and severe externalizing behavior in kindergarten children
Bacharach, Verne R., 2003
Journal of Applied Developmental Psychology, 23(5), 527-537

An examination of the relationship between prekindergarten child care arrangements and the frequency of severe behaviors, based on a sample of 13,288 children 4-year-old children

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Child care quality and children's cortisol in Basque Country and the Netherlands
Vermeer, Harriet J., July/August 2010
Journal of Applied Developmental Psychology, 31(4), 339-347

Cross-national comparisons of the relationship between children's cortisol levels in child care and at home as well as the relationship between quality of care and children's cortisol levels, in samples of 60 toddlers in child care centers in Spanish Basque Country and 25 children in care centers in the Netherlands

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A closer look at kith and kin care: Exploring variability of quality within family, friend and neighbor care
Shivers, Eva Marie, 2006
Journal of Applied Developmental Psychology, 27(5), 411-426

An examination of the variations of quality among different characteristics (professional development background, provider sensitivity, child care setting) of family, friend, and neighbor child care providers and an investigation of how these characteristics vary by provider ethnicity

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Confusion, Hubbub, and Order Scale
Matheny, Adam P., July-September 1995
Journal of Applied Developmental Psychology, 16(3), 429-444

Instruments


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The context of infant attachment in family child care
Elicker, James, 1999
Journal of Applied Developmental Psychology, 20(2), 319-336

A study of family child care provider-infant attachment security and interactive involvement

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Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later
Kagitcibasi, Cigdem, November/December 2009
Journal of Applied Developmental Psychology, 30(6), 764-779

Results from a 19-year follow-up assessment of outcomes in the areas of educational attainment, socioeconomic success, family relationships, life satisfaction, and social adjustment among 131 children from The Turkish Early Enrichment Project (TEEP), a four-year study conducted in low income areas of Istanbul, Turkey, in which children experienced one of three alternative care environments, and half of mothers were randomly assigned to receive mother training

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Cortisol patterns at home and child care: Afternoon differences and evening recovery in children attending very high quality full-day center-based child care
Watamura, Sarah, July-August 2009
Journal of Applied Developmental Psychology, 30(4), 475-485

A study of the relationship between measurements of classroom quality and changes in children's cortisol levels at three child care centers in upstate New York which score very highly on a measurement of quality

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Does preschool intervention affect children's perceived competence?
Reynolds, Arthur J., 1995
Journal of Applied Developmental Psychology, 16(2), 211-230

A study of the effects of the federally funded Child-Parent Center preschool program on low-income African-American childrenís perceived school competence in the sixth grade, with findings that touch on reading and math achievement

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Dual language and literacy development of Spanish-speaking preschool children
Paez, Mariela M., March-April 2007
Journal of Applied Developmental Psychology, 28(2), 85-102

An examination of bilingual preschool children's oral language and emergent literacy skills as compared with the skills of a sample of monolingual, Spanish-speaking preschool children in Puerto Rico

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Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom
Rimm-Kaufman, Sara E., November-December 2002
Journal of Applied Developmental Psychology, 23(4), 451-470

An examination of the relations among kindergarten children's social boldness and wariness and their behaviors in the classroom as well as the relationship between kindergarten teachers' sensitivity and children's behavior

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The effects of Healthy Steps on discipline strategies of parents and toddlers
Caughy, Margaret O'Brien, 2003
Journal of Applied Developmental Psychology, 24(5), 517-534

An examination of the effects of Healthy Steps (HS), a national demonstration project to provide support for parents of young children through the pediatricianís office, in changing discipline strategies used by participants when the child was approximately 1 1/2 years old and again at age 3 and whether HS differentially influenced discipline strategies based on family and child characteristics such as race/ethnicity, social class, and birth order

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The effects of intervention and social class on children's answers to concrete and abstract questions
Vernon-Feagans, Lynne, 1991
Journal of Applied Developmental Psychology, 21(1), 115-130

A study of whether a preschool intervention program would help poverty children perform better on answering abstract questions

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Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families
Zevenbergen, Andrea A., 2003
Journal of Applied Developmental Psychology, 24(1), 1-15

A journal article on the effects of an interactive reading and phonemic awareness program on the narrative skills of Head Start children

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Father involvement in child care and household work in common-law dual-earner and single-earner Jamaican families
Roopnarine, Jaipaul L., 1995
Journal of Applied Developmental Psychology, 16(1), 35-52

A study of eighty-six dual-earning and single-earning low-income Jamaican families and their beliefs about the roles of mothers and fathers in the division of child care and household labor

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The first day of school: The predictive validity of early school screening
Pianta, Robert C., 1997
Journal of Applied Developmental Psychology, 18(1), 1-22

A multivariate screening battery and cross-validation across two groups of children designed to predict potential school difficulties for entering kindergartners

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First grade school readiness of former child participants in a South Carolina replication of the Parent-Child Home Program
Levenstein, Phyllis, 2002
Journal of Applied Developmental Psychology, 23(3), 331-353

A study of the effects of participation in the Parent-Child Home Program (PCHP) on first grade school readiness

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For-profit/nonprofit differences in center-based child care quality: Results from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development
Laura Stout, Sosinsky, September-December 2007
Journal of Applied Developmental Psychology, 28(5-6), 390-410

A quantitative comparison of child care center quality in the for profit and nonprofit sectors, and in the independent, chain, religious, and non-religious subsectors, using data from National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)

Reports & Papers


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Foster children and placement stability: The role of child care assistance
Meloy, Mary Elizabeth Corrington, September/October 2012
Journal of Applied Developmental Psychology, 33(6), 252-259

A study of the relationship between child care assistance receipt and placement disruptions among foster children under the age of 5, based on data from 18,944 children in foster care for at least three months in Illinois

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Home-school literacy experiences of Latino preschoolers: Does continuity predict positive child outcomes?
Schick, Adina R., July/August 2014
Journal of Applied Developmental Psychology, 35(4), 370-380

The current study explored the literacy practices used by primary caregivers and Head Start teachers of low-income Latino children, examined the extent to which these practices are continuous, and investigated the role of continuity in home-school literacy practices on Latino preschoolers' emergent literacy development. Results showed that continuity in home-school global literacy practices, as well as in the use of high-challenging talk during book sharing interactions, was predictive of children's emergent literacy skills at the end of the Head Start year. By contrast, discontinuity in home-school book sharing styles led to higher emergent literacy outcomes. Results are discussed in relation to the importance of the home and preschool environments in supporting low-income Latino children's early literacy development. (author abstract)

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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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