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Current Filters: Author:Burchinal, Margaret [remove]; New in two years [remove]; Full Text:no [remove]; Classification:Child Development & School Readiness [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 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
			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
			Language skills of children with different preschool experiences Roberts, Joanne E., 1979 Journal of Speech and Hearing Research, 32(4), 773-786 A study of the effects of a language-enriched child care program on the language skills of children three months to five years of age from socioeconomically disadvantaged families	Reports & Papers
			Maternal employment, child care, and cognitive outcomes Burchinal, Margaret, 2001 In Family environment and intellectural functioning: A life-span perspective (pp. 119-139). Mahwah, NJ: Lawrence Erlbaum Associates A discussion of the controversies among professionals of the impact of early group care on young children’s development	Reports & Papers
			National Center for Early Development and Learning Multi-State Study of Pre-Kindergarten, 2001-2003 Clifford, Richard M., Clifford, Dick, Donna Bryant, Margaret Burchinal, Oscar Barbarin, Diane Early, Carollee Howes, Robert Pianta, and Pam Winton. National Center for Early Development and Learning Multistate Study of Pre-Kindergarten, 2001-2003 [Computer file]. ICPSR04283-v2. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2009-06-08. The National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies. The study had two primary purposes: 1) To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings). 2) To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school. The above information pertains to the Main Child Level Public-use version and the Main Child Level Restricted-use version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-use version and Pre-K Classroom Level Restricted-use version) and for Kindergarten (Kindergarten Classroom Level Public-use version and Kindergarten Classroom Level Restricted-use version).	Data Sets
			Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics Keys, Tran D., 2013 Child Development, , 1-20 An examination of the relationship between preschool center quality and children's school readiness, and the moderating role of child entry demographic background, cognitive skills, attention skills, and problem behaviors on that relationship, based on data from approximately 6,250 3- to 5-year-olds from four large-scale child care studies	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

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