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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2005 [remove]; Classification:Time In Child Care [remove];
20 results found.|
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21st Century Community Learning Centers: Evaluation of projects funded for the 2003-04 school year An examination of the impact of children’s participation in after school learning programs, created or expanded pursuant to the Elementary and Secondary Education Act as amended by the No Child Left Behind (NCLB) Act of 2001, on their academic performance in various categories |
Reports & Papers
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21st Century Community Learning Centers: Evaluation of projects funded for the 2003-04 school year [Executive summary] A summary of an examination of the impact of children’s participation in after school learning programs, created or expanded pursuant to the Elementary and Secondary Education Act as amended by the No Child Left Behind (NCLB) Act of 2001, on their academic performance in various categories |
Executive Summary
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An after-school program for elementary school aged children: Academic and socio-emotional outcomes An investigation of the effects of an after-school program on elementary school students' academic and socioemotional outcomes, examining the relationship between students' outcomes and duration of program participation |
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The association between type of preschool experience and student achievement of economically disadvantaged students in four northeast Tennessee schools An examination of the impact of preschool experience on low income third grade students' academic achievements as measured by the Tennessee Comprehensive Assessment Program (TCAP) |
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Breast-feeding, day-care attendance and the frequency of antibiotic treatments from 1.5 to 5 years: A population-based longitudinal study in Canada An investigation using a nationally representative sample of Canadian children to examine the impact of breast feeding on children's health and its relation to child care attendance during the child's first five years using antibiotic treatments as the general measure of health |
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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged] An abridged reprint of a study of how children's socioemotional development is affected by the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type and other characteristics of child care, using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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Early education and children's outcomes: How long do the impacts last? A study of the longitudinal effects of early education on cognitive and social development from ages seven to 16 years old and on employment and income at 33 years old in England and Wales |
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Early versus late entry to preschool: The effect on the child's language development 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 |
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Effects of class size and length of day on kindergarteners' academic achievement: Findings from Early Childhood Longitudinal Study A study of associations between length of school day and class size on students’ reading, math, and general knowledge achievement at the end of kindergarten, based on an analytic sample of 15,575 children from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
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How much is too much?: The influence of preschool centers on children's social and cognitive development A study of the effects of age of child care age of entry, child care duration, and child care hours per week on kindergarten prereading and math skills and social development, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
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Infant temperament moderates associations between childcare type and quality and externalizing and internalizing behaviors at 2 1/2 years A study of the associations between quantity and type of non-parental child care and infant temperament on children’s externalizing and internalizing behaviors at age 21/2 in a sample of 64 mothers and infants |
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Many young children spend long hours in child care A fact sheet examining the number of hours that children under age five with working mothers typically spend in nonparental child care, using data from the National Survey of America's Families (NSAF) 2002. |
Fact Sheets & Briefs
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A modified school year: Perspectives from the early years A discussion of the advantages and disadvantages of a modified school year (MSY) in early education, based on interviews with early childhood teachers and administrators working in a Canadian school following a MSY calendar |
Other
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Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago Longitudinal Study An investigation of the pathways that might explain the observed linkage between participation in early intervention programs and later educational attainment, using a sample from the Chicago Longitudinal Study, an on-going investigation of low-income minority children in high-poverty Chicago neighborhoods |
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Preschool child care and parents' use of physical discipline A study of the association between child care use and parents' use of physical discipline, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) |
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A quantitative outcome analysis examining the effects of a Head Start preschool program A quantitative study assessing the effects of a Head Start program on preschool children's development (cognitive and socioemotional) as well as comparing assessment results of children attending the full-day program with assessment results of children attending the half-day program |
Reports & Papers
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School readiness of children in Saint Paul Public Schools kindergartens: Analysis of Minnesota Department of Education Work Sampling data [Executive summary] A summary of a comparison of the math, literacy, and social scores of children who entered Saint Paul kindergartens having attended the School Readiness and Community Kindergarten preschool programs and those who entered Saint Paul kindergartens with unknown preschool histories |
Executive Summary
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Short-lived gains or enduring benefits?: The long-term impact of full-day kindergarten An overview of research short-term and long-term benefits to children in half-day or full-day kindergarten programs, with policy recommendations for the increased investment in and provision of quality kindergarten programs |
Fact Sheets & Briefs
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Telemedicine reduces absence resulting from illness in urban child care: Evaluation of an innovation A longitudinal study that examined the impact of a telemedicine program on the rate of absences from child care due to illness (ADI) in child care centers |
Reports & Papers
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Working families and afterschool: A special report from America After 3 PM: A household survey on afterschool in America An investigation of how American children spend their after-school hours |
Executive Summary
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