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Peer Reviewed Journal

Current Filters: Pub Year:2008 [remove]; Classification:Time In Child Care [remove];

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			A developmental perspective on full- versus part-day kindergarten and children’s academic trajectories through fifth grade Votruba-Drzal, Elizabeth, July/August 2008 Child Development, 79(4), 957-978 An examination of the relationship between time spent in kindergarten and primary school math and reading achievement in a sample of several thousand children	Reports & Papers
			Do early childhood programs have lasting effects on children? National Forum on Early Childhood Program Evaluation, 2008 (Evaluation Science Brief). Cambridge, MA: Harvard University, Center on the Developing Child. A summary of findings from a follow-up study on the persistence of cognitive, achievement and behavioral benefits from early childhood program participation in children at 18-years-old who were born with low birth weight and participated in the Infant Health and Development Program (IHDP)	Fact Sheets & Briefs
			Examining the relationship between LA's BEST program attendance and academic achievement of LA's BEST students Huang, Denise, December 2008 (CRESST Report 749). Los Angeles: University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing. A study of the relationship of different levels of participation in LA's BEST, an after school program for urban elementary school children in Los Angeles County that aims to enhance children's intellectual, social, and emotional development, to students' academic achievement	Reports & Papers
			Full-day kindergarten and student achievement: A literature review Lash, Andrea, December 2008 San Francisco, CA: WestEd. A review of 11 studies on the relationship between full-day kindergarten attendance and children's later academic outcomes	Literature Review
			Is all-day kindergarten better for children's academic performance?: Evidence from the Early Childhood Longitudinal Study Chang, Mido, December, 2008 Australian Journal of Early Childhood, 33(4), 35-42 A longitudinal study and comparison of the elementary reading and math achievement of children in full-day and half-day kindergarten	Reports & Papers
			Predicting social wariness in middle childhood: The moderating roles of childcare history, maternal personality and maternal behavior Degnan, Kathryn Amey, August 2008 Social Development, 17(1), 471-487 A study of the potential moderating influences of child care history, maternal negativity, and maternal solicitous behavior on the association between infant temperamental reactivity and childhood social wariness, based on data collected from a population of 153 children participating in a longitudinal study	Reports & Papers

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