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Current Filters: Resource Type:Reports & Papers [remove]; Pub Year:2005 [remove]; Classification:Cognitive Development [remove];

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			Attention in preschoolers: Associations with effortful control and motivation Chang, Florence, 2005 Child Development, 76(1), 247-263 A study to determine whether characteristics of effortful control and motivation can promote attention skills in low income preschool children	Reports & Papers
			Child outcomes when child care center classes meet recommended standards for quality [Abridged] NICHD Early Child Care Research Network, 2005 In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 358-363). New York: Guilford Press An abridged reprint of a study of how children's cognition, language and social competence are affected by child care meeting professional quality standards, based on data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Children's responses to educators' questions in day care play groups de Rivera, Christina, 2005 American Journal of Speech-Language Pathology, 14(1), 14-27 A study examining whether the type and frequency of questions posed by teachers of young children are related to child age and whether preschool children's replies to questions are more frequent and complex than toddlers'	Reports & Papers
			Cognitive effects of chess instruction on students at risk for academic failure Hong, Saahoon, 2005 Unpublished doctoral dissertation, University of Minnesota, Minneapolis An exploration of the cognitive effects of chess instruction on Korean students at risk of academic failure attending an after school program	Reports & Papers
			Communicative skills in relation to gender, birth order, childcare and socioeconomic status in 18-month-old children Berglund, Eva, 2005 Scandinavian Journal of Psychology, 46(6), 485-491 A study using stepwise regression analyses to examine the influence of gender, birth order, socioeconomic status, and child care on the communicative skills of 18-month-old children randomly selected from a sample of various Child Health Care centers in a county in Sweden	Reports & Papers
			Cortisol reactivity is positively related to executive function in preschool children attending Head Start Blair, Clancy, 2005 Child Development, 76(3), 554-567 A study of the relationship between stress reactivity, as measured by changes in cortisol levels, and cognitive functioning and social behavior in low income preschool children	Reports & Papers
			Early education and children's outcomes: How long do the impacts last? Goodman, Alissa, 2005 London: Institute for Fiscal Studies. A research evaluation of the longevity of long-term impacts on British children of preschool education program in 1958	Reports & Papers
			Early versus late entry to preschool: The effect on the child's language development Marjanovic Umek, Ljubica, 2005 European Early Childhood Education Research Journal, 13(2), 111-131 A comparison of the language skills of groups of children entering child care at either age 1 or age 3, taking into account the moderator of maternal education, based on test scores of a sample of 82 children attending preschools throughout Slovenia	Reports & Papers
			Effect of early childhood teacher characteristics on classroom practice, quality, and child abilities Bivona, Jenny M., 2005 Unpublished master's thesis, University of North Texas, Denton An examination of the impact of early education teachers' perceptions of developmentally appropriate practices and their educational experiences on their use of developmentally appropriate practices, classroom quality, and young children's cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			The effect of maternal employment and child care on children's cognitive development Bernal, Raquel, 2005 Evanston, IL: Northwestern University, Department of Economics. An investigation into the correlation between mothers� employment decisions and children�s cognitive development, based on a subsample of 529 married or cohabiting women and their children from the 1979 National Longitudinal Survey of Youth (NLSY)	Reports & Papers
			The effects of a mother's return to work decision on child development in the UK Gregg, Paul, 2005 Economic Journal, 115(501), F48-F80 A report using data from the United Kingdom's Avon Longitudinal Study of Parents and Children to investigate the effects of early maternal employment on children's cognitive development	Reports & Papers
			An empirical examination of toddler development in inclusive childcare Stahmer, Aubyn C., 2005 Early Child Development and Care, 175(4), 321-333 A study assessing the cognitive, communication, and behavior skills of typically developing toddlers enrolled in an inclusive preschool program	Reports & Papers
			Follow-up of children from academic and cognitive preschool curricula at 12 and 16 Dale, Philip S., 2005 Exceptional Children, 71(3), 301-317 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16	Reports & Papers
			How much is too much?: The influence of preschool centers on children's development nationwide: Technical report Loeb, Susanna, 2005 Paper presented at the meeting of the Association for Policy Analysis and Management, Washington, DC. An analysis of the effects of different preschool arrangements on children�s cognitive and social proficiencies at the start of kindergarten and how it may vary across different social classes and ethnic groups	Reports & Papers
			''I have a preschool buddy'': Exploring the role of high school students in facilitating the pre-academic skills and social development of preschool children Brown, Mark Steven, 2005 Early Childhood Education Journal, 32(4), 221-227 A study of a mentor program for high school students in which students teach and work directly with preschool children in individual lessons, small group activities, and large group instruction	Reports & Papers
			Maternal nonstandard work schedules and child cognitive outcomes Han, Wen-Jui, 2005 Child Development, 76(1), 137-154 A study to determine whether maternal work schedules have an effect on children's cognitive outcomes, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC)	Reports & Papers
			Municipal intentions to promote preschool children's capabilities and health: A descriptive study of 25 Swedish municipalities Guldbrandsson, Karin, 2005 Early Childhood Education Journal, 33(1), 31-38 A survey-based descriptive study of 25 Swedish municipalities' intentions to implement different preschool activities designed to promote young children's cognitive, social, and emotional abilities	Reports & Papers
			The national randomized field trial of success for all: Second-year outcomes Borman, Geoffrey D., 2005 American Educational Research Journal, 42(4), 673-696 Findings from the second year of a three-year study assessing the influence of the Success for All program on children�s development, based on a sample of 3,290 students assessed using the Peabody Picture Vocabulary Test (PPVT) and the Woodcock Reading Mastery Tests-Revised (WMTR)	Reports & Papers
			Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school NICHD Early Child Care Research Network, 2005 Developmental Psychology, 41(1), 99-114 A longitudinal study examining the influence of early experiences at home, school, and child care on the development of attention, memory, and planning in first graders, using data from the NICHD Study of Early Child Care and Youth Development	Reports & Papers
			Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong Tardif, Twila, 2005 Developmental Psychology, 41(3), 562-573 A comparison of preschool children�s understanding of knowing-that, or knowledge of facts, and knowing-how, knowing how to do something or how something occurs, as well as the impact of different types of linguistic markers on the understanding of these concepts in a sample of 388 children in Hong Kong and the United States	Reports & Papers
			Reinterpreting the development of reading skills Paris, Scott G., 2005 Reading Research Quarterly, 40(2), 184-202 A paper used previous research on literacy development to discuss the construct validity and developmental differences among reading skills	Reports & Papers
			Relational and physical aggression among preschoolers: The effect of language skills and gender Estrem, Theresa L., 2005 Early Education and Development, 16(2), 207-231 A study examining the relationship between language skills, gender, and relational/physical aggression among preschoolers in five programs in Minnesota	Reports & Papers
			The relation of child care to cognitive and language development [Abridged] NICHD Early Child Care Research Network, 2005 In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 318-336). New York: Guilford Press An abridged reprint of a study of the relationship between cognitive and language development and quality, amount, and type of child care, based on data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Relations between family predictors and child outcomes: Are they weaker for children in child care? [Abridged] NICHD Early Child Care Research Network, 2005 In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 407-417). New York: Guilford Press An abridged reprint of a study reporting analyses of the mediating effect of nonparental child care on the influence of family factors on infant and toddler cognitive and behavioral development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects The After-School Corporation, June, 2005 Washington, DC: Policy Studies Associates. A study of the relationship of features of after school services, designed and implemented by The After-School Corporation (TASC) in New York City, to social and cognitive outcomes among disadvantaged elementary and middle school program participants, based on surveys of participants, site coordinators, program staff, and school principals; participant attendance and academic performance records; program observations; and TASC program cost data	Reports & Papers

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