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Children's collective activities and peer culture in early literacy in American and Italian preschools
Corsaro, William A., 2003
Sociology of Education, 76(3), 209-227

An observational examination of Italian and American preschool children's spontaneous literacy activities and early literacy awareness and a study of the Italian children's transition from early to advanced literacy activities as they move from preschool to elementary school

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Discussion, debate, and friendship processes: Peer discourse in U.S. and Italian nursery schools
Corsaro, William A., 1994
Sociology of Education, 67(1), 1-26

A comparison of child peer interactions and their reflections of culture in Italian and American child care settings

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How do mothers choose child care?: Alternative cultural models in poor neighborhoods
Fuller, Bruce, 1996
Sociology of Education, 69(2), 83-104

A study of child care arrangements as they specifically relate to 14 low-income mothers, including assessment of the similarities and dissimilarities in commonly voiced cultural models and the utility of three theoretical frameworks to describe the cultural model

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Kinship and classrooms: An ethnographic perspective on education as cultural transmission
Lubeck, Sally, 1984
Sociology of Education, 57(4), 219-232

A comparative ethnographic study on the ways in which white and black preschool children are taught culturally in segregated classrooms in a Midwestern community

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Routines in the peer culture of American and Italian nursery school children
Corsaro, William A., 1988
Sociology of Education, 61(1), 1-14

A discussion of peer interactions by American or Italian preschool age children in respect to peer culture and social order

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Social class differences in family-school relationships: The importance of cultural capital
Lareau, Annette, 1987
Sociology of Education, 60(2), 73-85

A study of family-school relationships in white working class and middle class communities, with analysis pointing to the relationship between economic disparity and parental participation ability, with results formed through observation of two first-grade classrooms in different communities and in-depth interviews with parents, teachers, and principals

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Social reproduction and child-rearing practices: Social class, children’s agency, and the summer activity gap
Chin, Tiffani, July 2004
Sociology of Education, 77(3), 185-210

A qualitative study of summer activities between fourth- and fifth-grade experienced by 40 children of varying socioeconomic statuses

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State formation of the child care sector: Family Demand and Policy Action
Fuller, Bruce, 2004
Sociology of Education, 77(4), 337-358

An analysis of the extent to which fiscal and regulatory action by state governments shapes the formation of the child care sector

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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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