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Current Filters: Resource Type:Reports & Papers [remove]; Author:Burchinal, Margaret [remove]; State:NORTH CAROLINA [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

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

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

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

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 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 language and the development of children's reading skills
Poe, Michele, 2004
Journal of School Psychology, 42(4), 315-335

A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade

Reports & Papers

Effects of transitions to new child care classes on infant/toddler distress and behavior
Cryer, Debby, 2005
Early Childhood Research Quarterly, 20(1), 37-56

An examination of the emotional and behavioral effects of infants' and toddlers' transitions to new child care classrooms

Reports & Papers

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

Reports & Papers

Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study
Peisner-Feinberg, Ellen S., 1997
Merrill-Palmer Quarterly, 43(3), 451-477

A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics.

Reports & Papers

Timing of high-quality child care and cognitive, language, and preacademic development
Li, Weilin, 2012
Developmental Psychology, , 1-12

A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers

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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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			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
			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
			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
			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
			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 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 language and the development of children's reading skills Poe, Michele, 2004 Journal of School Psychology, 42(4), 315-335 A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade	Reports & Papers
			Effects of transitions to new child care classes on infant/toddler distress and behavior Cryer, Debby, 2005 Early Childhood Research Quarterly, 20(1), 37-56 An examination of the emotional and behavioral effects of infants' and toddlers' transitions to new child care classrooms	Reports & Papers
			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	Reports & Papers
			Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study Peisner-Feinberg, Ellen S., 1997 Merrill-Palmer Quarterly, 43(3), 451-477 A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics.	Reports & Papers
			Timing of high-quality child care and cognitive, language, and preacademic development Li, Weilin, 2012 Developmental Psychology, , 1-12 A study of the relationship between exposure to different combinations of high- versus low-quality child care during two developmental periods--infant-toddlerhood and preschool, and children's cognitive, language, and preacademic development, based on data from 1,364 young children from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers