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Absence from childcare for respiratory illness
Slack-Smith, Linda M., 2004
Child: Care, Health and Development, 30(1), 29-37

A population-based study examining Australian children's absences from two types of child care (center based and family child care homes) due to respiratory illness and an investigation into factors related to the absences

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Beyond child development centres: Care coordination for children with disabilities
Appleton, Peter L., 1997
Child: Care, Health and Development, 23(1), 29-40

An evaluation of a care coordination program for Welsh children with special needs entering preschool, comprised of parental empowerment, a defined care coordinator, and individualized care provision

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Child care in Slovenia: An example of a successful transition
Stropnik, Nada, 2001
Child: Care, Health and Development, 27(3), 263-278

A description of recent developments in child care policy in Slovenia

Other


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Child day care risks of common infectious diseases revisited
Lu, Ning, 2004
Child: Care, Health and Development, 30(4), 361-368

A study of the rate of infectious diseases (respiratory and diarrhea) reported in children who attended center based child care compared with the reported rate in children who did not attend out of home child care

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Children's cortisol levels and the quality of child care provision
Sims, Margaret, 2006
Child: Care, Health and Development, 30(4), 453-466

A study of the relation between child care quality and children's cortisol levels, comparing the cortisol levels of Australian children who attended high quality child care with children who attended lower quality child care centers

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Community-based early intervention: The Coimbra Project
Boavida, Jose, 2000
Child: Care, Health and Development, 26(5), 343-354

An overview and assessment of the Coimbra Project, an early intervention, multi-service program designed to help support young, Portugese children with special needs and their families

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Comparison between two common methods for reporting cold and diarrhoea symptoms for children in daycare centre research
Carabin, Helene, 2000
Child: Care, Health and Development, 26(6), 471-487

A study comparing the rate that Canadian child care center staff reported toddlers' cold and diarrhea symptoms to the rate of parent reports

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Early intervention for young children with developmental delays: The Portage approach
Cameron, R. J. (Robert J.), 1997
Child: Care, Health and Development, 23(1), 11-27

An overview of the Portage Home Teaching Scheme, a home visiting intervention program for young children with special needs, and a review of research assessing the success of its implementation in the United Kingdom

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Experience of respiratory and allergic illness in children attending childcare
Slack-Smith, Linda M., 2002
Child: Care, Health and Development, 28(2), 171-177

A study of respiratory problems and allergies in Australian children who attended child care, comparing sickness rate for children who attended center based care with the rate for children who attended child care in family homes

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Family Resource Scale
Dunst, Carl J., 1987
Child: Care, Health and Development, 13(2), 111-125

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Health of caregivers in child care
Slack-Smith, Linda M., 2006
Child: Care, Health and Development, 32(1), 111-119

A study of the health status of providers in full-day child care centers and family child care homes

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Health-related quality of life and children's happiness with their childcare
Lloyd, Katrina, March, 2012
Child: Care, Health and Development, 38(2), 244-250

An examination of the range of child care experienced by children in their last year of primary school in Northern Ireland, their satisfaction with this care by gender, satisfaction with care by care type, a comparison of physical, social, and psychological well-being by gender and caretaker type, and the relationship between happiness with current child care and physical, social, and psychological well-being by caretaker type and gender, based on data from 3,657 10- to 11-year-old children in 268 primary schools in Northern Ireland

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The impact of day care on socially disadvantaged families: An example of the use of process evaluation within a randomized controlled trial
Toroyan, Tami, 2004
Child: Care, Health and Development, 30(6), 691-698

A discussion of a process evaluation method that was used to measure the effects of high quality day care on 120 socially disadvantaged families in the United Kingdom

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Implications for the development of children in over 11 hours of centre-based care
Anme, Tokie, 2004
Child: Care, Health and Development, 30(4), 345-352

An assessment of Japanese children's development two years after attending extended care in child care centers in order to investigate the possible impact of extended care on their development

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The implications of US experiences with early childhood interventions for the UK Sure Start Programme
Gray, Ronald F., November 2007
Child: Care, Health and Development, 33(6), 655-663

A selective review of research findings on the impact, funding, quality-improvement and program objectives of Head Start and Early Head Start programs in the United States, examining their implications for the Sure Start early childhood intervention program in the United Kingdom

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The influence of different forms of early childcare on children's emotional and behavioural development at school entry
Stein, Alan, September, 2013
Child: Care, Health and Development, 39(5), 676-687

Over the past few decades there has been a dramatic increase in maternal employment and, as a result, an increase in the use of non-maternal childcare in the early years. The purpose of this longitudinal study was to examine, in a large representative English sample, the influence of different forms of childcare on children's behavioural and emotional development around the age of school entry. A sample of 991 families, originally recruited when the children were 3 months old, was assessed around school entry age at 51 months. The main outcome variable was the children's emotional and behavioural functioning, measured by questionnaire completed by both mothers and teachers. A range of repeated assessments were carried out at different time points, including direct observation of the quality of maternal caregiving and observations of the quality of non-parental care, and amount of time spent in different forms of care. Results The strongest and most consistent influences on behaviour and emotional problems were derived from the home, including lower socio-demographic status, poorer maternal caregiving, parental stress/maternal mental health problems, as well as child gender (being a boy). Non-parental childcare had small effects on child outcome. One finding that did emerge was that children who spent more time in group care, mainly nursery care, were more likely to have behavioural problems, particularly hyperactivity. These findings suggest that interventions to enhance children's emotional and behavioural development might best focus on supporting families and augmenting the quality of care in the home. (author abstract)

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Integration of children with visual impairment in regular preschools
Brambring, Michael, 2001
Child: Care, Health and Development, 27(5), 425-438

A survey-based study of German preschool teachers' experiences with integrating visually impaired children into preschool classrooms

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Out-of-home day care for families living in a disadvantaged area of London: Economic evaluation alongside a RCT
Mota, Ruben Mujica, 2006
Child: Care, Health and Development, 32(3), 287-302

A cost benefit analysis of public high quality center based child care using a randomized controlled trial of applicants to an Early Years Centre in the deprived area of Hackney, London

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Preventive education and birth order as co-determinants of IQ in disadvantaged five-year-olds
Boat, Mary Barbara, 1986
Child: Care, Health and Development, 12(1), 25-36

A longitudinal study of the effects upon IQ of birth order, disadvantaged background and early intervention programs for young children from economically disadvantaged families

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Programme quality in Australian early special education: An example of participatory action research
Beamish, Wendi, 1999
Child: Care, Health and Development, 25(6), 457-472

A longitudinal study of program quality in an Australian, government-funded early special education program

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A prospective study of absence for illness and injury in childcare children
Slack-Smith, Linda M., November 2002
Child: Care, Health and Development, 28(6), 487-494

An examination of rates and patterns of absences from child care centers and family day care homes, for illness and other reasons, based on data from 11 child care sites

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[Review of the book Early years care and education in Europe]
Wolfendale, Sheila, 2001
Child: Care, Health and Development, 27(4), 380

Book Reviews


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Services for pre-school children with behaviour problems in a Midlands city
Coe, Christine, 2003
Child: Care, Health and Development, 29(6), 417-424

A survey-based study of service providers from city agencies providing services to preschool children with behavioral problems in a city in the United Kingdom to examine agency coordination and varying approaches to service provision

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Stress, cortisol and well-being of caregivers and children in home-based child care: A case for differential susceptibility
Groeneveld, Marleen G., March, 2012
Child: Care, Health and Development, 38(2), 251-260

An examination of the relationship between the perceived stress and cortisol levels of professional caregivers and the cortisol levels and well-being of children in their care, with an analysis of the moderating influence of child temperament on that relationship, based on data from 44 caregivers and 44 children in home-based child care in the Netherlands

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Sure Start graduates: Predictors of attainment on starting school
Schneider, Justine, 2006
Child: Care, Health and Development, 32(4), 431-440

A study investigating the effect of the United Kingdom's Sure Start program by comparing the academic achievements of Sure Start graduates to the achievements of students who did not participate in the program

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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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