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Accelerating language development through picture book reading: A systematic extension to Mexican day care
Valdez-Menchaca, Marta C., 1992
Developmental Psychology, 28(6), 1106-1114

A study evaluating children's language abilities after the completion of a six to seven week dialogic reading program

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Acoustic analysis of lexical tone in Mandarin infant-directed speech
Liu, Huei-Mei, July 2007
Developmental Psychology, 43(4), 912-917

A comparison between the acoustics and inflection of language of Mandarin-Chinese mothers when speaking to their 10-12 month-old infants and when speaking to adults, based on vocal recordings of 16 mothers

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Adequacy of responses given by low income and middle income kindergarten children in structured adult-child conversations
Gordon, Alice M., 1984
Developmental Psychology, 20(5), 881-892

A study of structured adult-child conversations, the ability of children to give adequate responses, and the contributing factors of the subjects’ socioeconomic status and child care arrangements; the sample population included 15 black low-income children from a preschool intervention program, 15 black low-income children from a nonintervention program, and 15 middle-income children

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Adult Involvement Scale
Howes, Carollee, 1987
Developmental Psychology, 23(3), 423-430

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Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up
Campbell, Frances A., July, 2012
Developmental Psychology, 48(4), 1033-1043

A longitudinal study of the effect of an early educational intervention on economic, socioemotional, and educational outcomes at age 30, based on data collected from 101 of the original low-income participants in the Abecedarian Project experiment in North Carolina

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After-school activities and the development of low-income urban children: A longitudinal study
Posner, Jill K., 1999
Developmental Psychology, 35(3), 868-879

A longitudinal study of the relationships among child characteristics, academic performance, social adjustment, after school program participation and family variables for children from socioeconomically disadvantaged families in third and fifth grade

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An assessment of the validity of the ECERS-R with implications for measures of child care quality and relations to child development
Gordon, Rachel A., January, 2013
Developmental Psychology, 49(1), 146-160

An assessment of the response process validity, structural validity, and criterion validity of the Early Childhood Environment Rating Scale-Revised, based on an analysis of data from 1,350 centers and preschools from a national longitudinal study of children

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Associations among family environment, sustained attention, and school readiness for low-income children
Razza, Rachel A., November, 2010
Developmental Psychology, 46(6), 1528-1542

A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age

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Can the age of entry into child care and the quality of child care predict adjustment in kindergarten?
Howes, Carollee, 1990
Developmental Psychology, 26(2), 292-303

A longitudinal study of the effects of quality and length of child care attendance on adjustment to kindergarten

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Child Behavior Scale
Ladd, Gary W., 1996
Developmental Psychology, 32(6), 1008-1024

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The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors
Ladd, Gary W., 1996
Developmental Psychology, 32(6), 1008-1024

An analysis of peer-behavioral indicators of risk and competence in young children using the teacher-report measure, Child Behavior Scale (CBS)

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Child-care and family predictors of preschool attachment and stability from infancy
NICHD Early Child Care Research Network, 2001
Developmental Psychology, 37(6), 847-862

An analysis of the relationship between family factors and infant and toddler child care experiences and preschool attachment, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child care and mother-child interaction in the first 3 years of life
NICHD Early Child Care Research Network, 1999
Developmental Psychology, 35(6), 1399-1413

An analysis of the effects of child care on maternal sensitivity and child engagement during the first three years of life based on data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child care effects in context: Quality, stability, and multiplicity in nonmaternal child care arrangements during the first 15 months of life
Tran, Henry, 2006
Developmental Psychology, 42(3), 566-582

A study of the effects of child care quality, stability, and multiplicity on infants’ attachment patterns and cognitive and language development at 15 months, using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care

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Child-care history and kindergarten adjustment
Bates, John E., 1994
Developmental Psychology, 30(5), 690-700

A study of the relationship between differing amounts of child care experience and the social and behavioral adjustment of kindergarteners

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Child, family, and childcare predictors of delayed school entry and kindergarten retention among linguistically and ethnically diverse children
Winsler, Adam, September, 2012
Developmental Psychology, 48(5), 1299-1314

A study of potential predictors of both delayed entry into kindergarten and kindergarten retention, including child characteristics, family characteristics, and child care participation, based on a sample of 13,191 ethnically and linguistically diverse at risk children that participated in The Miami School Readiness Project

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Child-rearing antecedents of intergenerational relations in young adulthood: A prospective study
Belsky, Jay, 2001
Developmental Psychology, 37(6), 801-813

An analysis of parenting and family climate as predictors of intergenerational relations between young adult children and their middle age parents, using a sample 1000 New Zealand children ages 3, 5, 7, 9, 13, and 15 years of age to predict relations at age 26

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Children of the National Longitudinal Survey of Youth: Choices in after-school care and child development
Vandell, Deborah L., 1991
Developmental Psychology, 27(4), 637-643

A longitudinal study of different types of after-school care, what family and parent characteristics dictate the choice of after-school care, and their effects on child development through assessment of 390 third through fifth graders

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Children of the National Longitudinal Survey of Youth: A unique research opportunity
Chase-Lansdale, P. Lindsay, 1991
Developmental Psychology, 27(6), 918-931

A description of the Children of the National Longitudinal Survey of Youth (NLSY) data set and its importance and relevance to future studies in multiple disciplines

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Child Social Preference Scale
Coplan, Robert J., March 2004
Developmental Psychology, 40(2), 244-258

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Child's play with adults, toys, and peers: An examination of family and child-care influences
Howes, Carollee, 1987
Developmental Psychology, 23(3), 423-430

A study of the influences of family and child care characteristics on the play of toddlers in family child care homes, based on observations and questionnaires

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Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months
NICHD Early Child Care Research Network, 1999
Developmental Psychology, 35(5), 1297-1310

An examination of maternal symptoms of depression over the first 3 years of children’s lives in relation to mother-child interactions and children’s development at 36 months

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Collateral benefits of the Family Check-Up on early childhood school readiness: Indirect effects of parents’ positive behavior suppor
Lunkenheimer, Erika S., November 2008
Developmental Psychology, 44(6), 1737-1752

A 2-year longitudinal study of the effect of the Family Check-Up home visiting program on child self-regulation, child language development, and parental positive behavior support

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Counting on working memory when learning to count and to add: A preschool study
Noel, Marie-Pascale, November/December 2009
Developmental Psychology, 6, 1630-1643

A study of the relationship between working memory and both addition and counting skills and a second study of differences between numerical and general vocabulary with 80 French-speaking 3- through 6-year-old children in Belgian kindergartens

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Developmental precursors of externalizing behavior: Ages 1 to 3
Shaw, Daniel, 1994
Developmental Psychology, 30(3), 355-364

A study of the association of various factors, including gender and maternal responsiveness, to later externalizing behavior in children at ages two and three, based on observations of 100 mother-child dyads from low-income families

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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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