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Current Filters: Author:Burchinal, Margaret [remove]; Classification:Children & Child Development [remove];

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			Allegiances or attachments: Relationships among infants and their daycare teachers Farran, Dale, 1984 In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers A study of infants� social interactions and relationships with alternative caregivers in child care	Reports & Papers
			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements	Reports & Papers
			Are there long-term effects of early child care? Belsky, Jay, March/April 2007 Child Development, 78(2), 681-701 An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development	Reports & Papers
			Child care experiences and developmental outcomes Burchinal, Margaret, 1999 Annals of the American Academy of Political and Social Science, 563(1), 73-97 A review of studies on the impact of child care quality on young children's development, taking into account the effects of differences between families using and not using nonparental child care.	Other
			Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence Barbarin, Oscar, 2006 American Journal of Orthopsychiatry, 76(2), 265-276 An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence	Reports & Papers
			The children of the Cost, Quality, and Outcomes Study go to school Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development.	Reports & Papers
			The children of the Cost, Quality, and Outcomes Study go to school [Executive summary] Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. Report summarizes the key findings of the longitudinal follow up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study. The longitudinal study examines developmental outcomes of quality of center-based child care.	Executive Summary
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)	Reports & Papers
			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	Reports & Papers
			The complex interplay between biology and environment: Otitis media and mediating effects on early literacy development Roberts, Joanne E., 2001 In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 232-241). New York: Guilford Press An examination of the influence of Otitis media with effusion (OME) on children�s early language and literacy skills, and of the interactive or independent influence of a children�s home and child care environments on early language and literacy acquisition	Other
			The Cost, Quality and Child Outcomes in Child Care Centers Study Peisner-Feinberg, Ellen S., Denver, CO: Center for Research on Economic and Social Policy A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes	Major Research Projects
			CQO children go to school Peisner-Feinberg, Ellen S., June 1999 (NCEDL Spotlights No. 11). Chapel Hill, NC: National Center for Early Development and Learning. Key findings of the longitudinal follow-up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study (CQO) that investigates the persistence of children's benefits from participation in early childhood care through elementary school	Fact Sheets & Briefs
			Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories Burchinal, Margaret, 2002 Journal of School Psychology, 40(5), 415-436 A study of the relationship between 511 children's acquisition of academic skills from preschool to second grade and their experiences with parents and teachers, based on data from the Cost, Quality, and Outcomes Study, spanning child care centers in four states	Reports & Papers
			The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment Campbell, Frances A., 2001 Developmental Psychology, 37(2), 231-242 An examination of the effects of an early educational intervention on patterns of cognitive and academic development among 111 poor, minority children using data collected in intervals between the ages of 3 and 21	Reports & Papers
			Diversity, child care quality, and developmental outcomes Burchinal, Margaret, 2003 Early Childhood Research Quarterly, 18(4), 401-426 A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care	Reports & Papers
			Do effects of early child care extend to age 15 years?: Results from the NICHD Study of Early Child Care and Youth Development Vandell, Deborah L., May/June 2010 Child Development, 81(3), 737-756 An examination of the relationships between externalizing behavior, impulsivity, risk taking, and academic achievement at age 15 and quality of care, nonrelative child care type, care hours, and center care participation at 4 � years, as well as achievement and externalizing behavior at 4 � years and grades 1, 3, and 5, from a secondary analysis of data on 1,364 families	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Early care and education quality and child outcomes Burchinal, Margaret, May 2009 (Publication No. 2009-15, OPRE Research-to-Policy Brief No. 1). Washington, DC: Child Trends. An overview of research on the relationship of child care and early education quality to children's cognitive, social, and academic development	Fact Sheets & Briefs
			Early child care experiences and their association with family and child characteristics during middle childhood Burchinal, Margaret, 1995 Early Childhood Research Quarterly, 10(1), 33-61 A study on the positive or negative influence of non-parental child care on child behavior between the ages of 6 and 12	Reports & Papers
			Early childhood care: Relations with family characteristics and preferred care characteristics Early, Diane Marie, 2001 Early Childhood Research Quarterly, 16(4), 475-497 An analysis of the relationship of features of child care arrangements, including child care hours and type and number of arrangements, to child and family demographic characteristics, including child age and ethnicity, and family income, based on data from the nationally representative National Household Education Survey, 1995 (NHES 1995)	Reports & Papers
			Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year Burchinal, Margaret, 1992 Early Childhood Research Quarterly, 7(2), 383-396 A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments	Reports & Papers
			Early educational intervention, early cumulative risk, and the early home environment as predictors of young adult outcomes within a high-risk sample Pungello, Elizabeth Puhn, January/February 2010 Child Development, 81(1), 410-426 An examination effects of the Abecedarian study and the CARE study, two randomized trials of early intervention, on young adult outcomes and an examination of the possible mediators of early cumulative risk and the early home environment in a sample of 139 young adults at age 21, from high-risk families enrolled as infants	Reports & Papers
			Early intervention and long-term predictors of school status Ramey, Craig T., 1992 In New directions in child and family research: Shaping Head Start in the 90s: The First Head Start National Research Conference, June 24-26, 1991: Summary of conference proceedings (pp. 170-174). Washington, DC: U.S. Administration on Children, Youth, and Families A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project	Reports & Papers
			Early intervention and mediating processes in cognitive performance of children of low-income African American families Burchinal, Margaret, 1997 Child Development, 68(5), 935-954 A longitudinal study of the importance of the relationship among better cognitive performance, early intervention child care and responsive stimulating family care on low income African American children	Reports & Papers
			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	Reports & Papers

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