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Afterschool program participation and the development of child obesity and peer acceptance
Mahoney, Joseph L., 2005
Applied Developmental Science, 9(4), 202-215

A longitudinal study of the relationship between after school program participation and the obesity and peer acceptance of early elementary school children

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Caregiver training and classroom quality in child care centers
Burchinal, Margaret, 2002
Applied Developmental Science, 6(1), 2-11

A study of the association between classroom quality and both formal education and informal training of caregivers, based on data from 533 child care center classrooms in four states

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Characteristics and quality of child care for toddlers and preschoolers
NICHD Early Child Care Research Network, 2000
Applied Developmental Science, 4(3), 116-135

An investigation of the relationship between structural and caregiver characteristics and child care quality, based on a data from the National Institute on Child Health and Human Development (NICHD) Study on Early Child Care

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Child care assistance policies can affect the use of center-based child care for children in low-income families
Crosby, Danielle A., 2005
Applied Developmental Science, 9(2), 86-107

A study of the effect of expanded child care options in 13 experimental welfare and employment programs on single parents’ use of different types of child care for toddlers, preschoolers, and 5-8 year old children

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Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity
Burchinal, Margaret, 2000
Applied Developmental Science, 4(3), 149-165

A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children’s developmental outcomes

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Early child-care experiences and children's social competence between 1.5 and 15 years of age
Campbell, Jim, 2000
Applied Developmental Science, 4(3), 166-175

A longitudinal study on the role of early child care experiences in children’s social development, based on a subsample of 52 children from the Goteborg Child Care study tracked from one-and-a-half to fifteen-years old

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Early childhood education: Young adult outcomes from the Abecedarian Project
Campbell, Frances A., 2002
Applied Developmental Science, 6(1), 42-57

An article presenting the effects at age 21 of the Abecedarian Project, an early intervention for at-risk children, on cognitive, educational, and social outcomes

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Early intervention: The moderating role of the home environment
Bradley, Robert H., 2001
Applied Developmental Science, 5(1), 2-8

An examination of the effect of young children's home environments on the impact of the Infant Health and Development Program, an early intervention program designed for at risk children from low income families

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The effects of quality of care on child development
Lamb, Michael E., 2000
Applied Developmental Science, 4(3), 112-115

An introduction to a special issue of Applied Developmental Science, with a focus on the measurement of child care quality and the relationship between quality of care and children’s development

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Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement
Konold, Timothy R., 2005
Applied Developmental Science, 9(4), 174-187

A study using data from the NICHD Study of Early Child Care to examine the relation between young children's school readiness and variables including social skill, parent interactions, problem behavior, cognitive processes, and self regulation

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Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction?
Pianta, Robert C., 2005
Applied Developmental Science, 9(3), 144-159

An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs

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The interaction of child care and family risk in relation to child development at 24 and 36 months
NICHD Early Child Care Research Network, 2002
Applied Developmental Science, 6(3), 144-156

A longitudinal study of the interaction between family risk factors and child care characteristics to determine their effect on behavior problems, prosocial behavior and language skills

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Measurement and population miss-fits: A case study on the importance of using appropriate measures to evaluate early childhood interventions
LeBoeuf, Whitney A, January 2010
Applied Developmental Science, 14(1), 45-53

An investigation of the appropriate use of the Child Behavior Check List (CBCL) from over 1,640 Caucasian, African American, and Latino 4 year old English or Spanish speaking children in the Comprehensive Child Development Program

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Moving Head Start to the states: One experiment too many
Zigler, Edward F., 2004
Applied Developmental Science, 8(1), 51-55

A critique of the proposed devolution of Head Start control to the states.

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Persistent effects of early intervention on high-risk children and their mothers
Ramey, Craig T., 2000
Applied Developmental Science, 4(1), 2-14

A report on the long-term child and mother outcomes of the Abecedarian Project, a two-phase, comparative, early childhood education, pediatric healthcare, and family support program

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The production of quality in child-care centers: Another look
Blau, David M., 2000
Applied Developmental Science, 4(3), 136-148

An examination of the influence of group size, staff-child ratio, and teacher qualifications on the quality of a child care center

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A profile approach to child care quality, quantity, and type of setting: Parent selection of infant child care arrangements
Laura Stout, Sosinsky, January, 2013
Applied Developmental Science, 17(1), 39-56

An identification of child care profiles representing patterns of dimensions of quality, quantity, and type of settings selected for infant child care arrangements by parents, and an examination of family factors associated with those profiles, based on data from 489 families at both the one- and six-month assessment points in which the mother was working and/or in school and the child was in at least 10 hours of regular non-maternal child care

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Quality of afterschool activities and relative change in adolescent functioning over two years
Kataoka, Sabrina, 2013
Applied Developmental Science, 17(3), 123-134

Youth in Grades 6 and 7 (N = 186; 78% low-income; 74% non-White) reported the quality of their experiences in their primary afterschool activity over a two-year period. Youth reports of more positive experiences (a composite that included emotional support from adult staff, positive relationships with peers, and opportunities for autonomy) were associated with relative gains in work habits, task persistence, and prosocial behavior with peers as reported by classroom teachers. Examination of specific aspects of experience indicated that perceived emotional support from adult staff was more strongly associated with changes in adolescent functioning than the other aspects of program experience. These findings suggest that youth reports can provide a useful window into the quality of afterschool settings. (author abstract)

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Research on children’s environmental programmatic efforts
Fagan, Jay, 2007
Applied Developmental Science, 11(4), 260-265

A review of literature on father involvement in early childhood programs, focusing on fathers’ attitudes towards involvement, patterns, levels, and correlates of involvement, and studies about fatherhood initiatives and their impact on fathers and children

Literature Review


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The role of grandmothers in the lives of preschoolers growing up in urban poverty
Pittman, Laura D., 2007
Applied Developmental Science, 11(1), 20-42

An examination of the impact of grandmothers' residential status and child care responsibilities on low income preschool children's cognitive development and academic achievement using data from the Welfare, Children, and Families: A Three-City Study

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Social interactions among preschool children in inclusive child care settings
Nabors, Laura, 1997
Applied Developmental Science, 1(4), 162-167

A study of cooperative play in inclusive child care centers between preschool children with disabilities and typically developing children

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A variable- and person-oriented investigation of preschool competencies and Head Start children’s transition to kindergarten and first grade
McWayne, Christine M., 2009
Applied Developmental Science, 13(1), 1-15

An examination of low-income children's academic and social competencies from prekindergarten through first grade from a variable- and person-level analysis of 152 former urban Head Start children

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What is pre-kindergarten?: Characteristics of public pre-kindergarten programs
Clifford, Richard M., 2005
Applied Developmental Science, 9(3), 126-143

A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states

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Why early care and education deserves as much attention, or more, than prekindergarten alone
Morrissey, Taryn, 2007
Applied Developmental Science, 11(2), 57-70

A review of the literature examining the effects of a comprehensive approach to early care and education policy on the regional economy, the work-life balance of parents, and the development of children

Literature Review


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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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