Browse the Collection
|
|
Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Vernon-Feagans, Lynne [remove];
20 results found.|
Select Citation
|
Result | Resource Type |
|
|
|
|
Adaptive Language Inventory |
Instruments
|
|
|
|
|
Caring for infant daughters and sons in dual-earner households: Maternal reports of father involvement in weekday time and tasks A study of maternal reports of gender differences in weekday father involvement with 12-month-olds in 47 dual earner households utilizing full time infant day care with a focus on father’s time alone with infants, time available to the infant, and participation in care giving tasks |
Reports & Papers
|
|
|
|
|
Child Care Subsidy Use and the Relationship to Parental Work and Child Care Quality in Rural Communities The purpose of this project is to understand how low-income rural families use child care subsidies, the quality of care they receive, and how subsidy use is related to child outcomes and parental work conditions. The project addresses these topics with data from the Family Life Project. The research questions include: (1) What percentage of rural families who are income-eligible for subsidies and use child care take up subsidies, and do the arrangements they make differ from (a) economically disadvantaged families who do not use subsidies; (b) economically advantaged families using child care?; (2) How do the work conditions of families who take-up child care subsidies differ from those who do not? Specifically, is job quality higher and more stable (e.g. more flexible, fewer turnovers, provide benefits, higher wages, more stable work hours)?; and (3) Is context, as measured by neighborhood disadvantage and geographic isolation, related to subsidy take-up? |
Administration for Children and Families/OPRE Projects
|
|
|
|
|
Children's talk in communities and classrooms |
Other
|
|
|
|
|
The development and importance of narratives for school adaptation A study of the demands and mismatch between the use of language in the community and the use of language required in the classroom for children of different social and cultural backgrounds |
Other
|
|
|
|
|
Early language and literacy skills in low-income African American and Hispanic children A discussion of the influences of multiple risk and protective factors in low income African American and Hispanic children in delaying early literacy skills |
Other
|
|
|
|
|
An ecocultural perspective on early literacy: Avoiding the perils of school for nonmainstream culture A chapter advocating the adoption of an ecocultural model, a paradigm proposing multiple, interacting factors within the community and learning environment that influence children's literacy development |
Other
|
|
|
|
|
The ecology of early reading development for children in poverty An investigation of the associations between children's reading skills at kindergarten entry and the characteristics of the child, the family, and the school environment, based on a sample of 1,913 economically disadvantaged children |
Reports & Papers
|
|
|
|
|
The effects of daycare intervention in the preschool years of the narrative skills of poverty children in kindergarten A study of the effects of child care intervention on the narrative skills of poverty children in kindergarten |
Reports & Papers
|
|
|
|
|
The effects of daycare intervention on teacher's ratings of the elementary school discourse skills in disadvantaged children An experimental study of whether a child care intervention program for at-risk children from impoverished backgrounds could affect teacher’s ratings of their language use in the classroom in early elementary school |
Reports & Papers
|
|
|
|
|
The effects of intervention and social class on children's answers to concrete and abstract questions A study of whether a preschool intervention program would help poverty children perform better on answering abstract questions |
Reports & Papers
|
|
|
|
|
Infant day care and children's social competence A study of the relationship of the quantity and quality of center-based child care to toddlers’ social interactions and the development of their social competence, based on questionnaires, home based evaluations, and direct observation of 36 toddlers in three center-based child care facilities who had first entered nonparental child care while infants |
Reports & Papers
|
|
|
|
|
The language of children reared in poverty: Implications for research and intervention |
Other
|
|
|
|
|
Neighborhood dialogues of black and white five year olds A study examining linguistic and dialogue measures in five-year-old black, low-income and white, middle class children living in the same neighborhood |
Reports & Papers
|
|
|
|
|
Otitis media, the quality of child care, and the social/communicative behavior of toddlers: A replication and extension A longitudinal study of toddlers’ social and communicative behavior in the child care classroom as a function of both the quality of child care and experience with otitis media (OM) disease |
Reports & Papers
|
|
|
|
|
Preschoolers' social behavior in day care: Links with entering day care in the first year An examination of the relationship between age of entry into child care in the first year of life and preschoolers’ social behavior in child care |
Reports & Papers
|
|
|
|
|
Quality of childcare and otitis media: Relationship to children's language during naturalistic interactions at 18, 24, and 36 months A longitudinal study examining the relations among child care quality and young children's experience with otitis media as related to preschool children's language development |
Reports & Papers
|
|
|
|
|
The relationship of maternal work characteristics to childcare type and quality in rural communities An examination of the relationship between selection of child care type by parents and both quality of care and maternal workplace characteristics from a secondary analysis of selected Family Life Project longitudinal study data collected in North Carolina and Pennsylvania, from 441 employed mothers in rural communities |
Reports & Papers
|
|
|
|
|
Why non-maternal childcare can be good for children and families: Research and policy implications An overview of the history of non-maternal care concerns in the United States (U.S.) and elsewhere about mothers working outside the home, reasons why maternal employment and non-maternal care for young children became controversial, reactions to those concerns by the research and scholarly community, select results of research regarding high quality non-parental care benefits and possible policy approaches to insure that non-maternal care is a positive force in children's development |
Other
|
|
|
|
|
Why should we care about noise in classrooms and child care settings? A summary of findings from research on acoustic levels in child care centers and their possible effects on children's development |
Other
|
|
Select Citation
|
