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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:Time In Child Care [remove];
13 results found.|
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Are two years better than one year?: A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten A comparison of academic and social outcomes by the end of kindergarten between children who attended Head Start for two years and the ones who attended for one year, based on data from 1,778 Head Start children from the Family and Child Experience Survey (FACES) |
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Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway? A study of the relationship between socioemotional functioning and exposure to non-parental child care and large peer groups during the first 4.5 years of life, based on data from 935 young children with an average age of 55 months from Trondheim, Norway |
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Do type of childcare and age of entry predict behavior problems during early childhood?: Results from a large Norwegian longitudinal study A study of the relationship between center care or family day care during the first, second, or third year of life and externalizing and internalizing problems at age 3, and the moderation of that relationship by child's gender, mother's and father's level of education, and family income, based on data from 73,068 children from the nationally representative and longitudinal Norwegian Mother and Child Cohort Study |
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The impact of non-parental child care on child development: Evidence from the summer participation "dip" A study of the relationship of current and cumulative time spent in child care to infants' and toddlers' early mental development, based on an analysis of 9- and 24-month data from the Early Childhood Longitudinal Study, Birth Cohort, a nationally representative study of the development and early experiences of approximately 11,000 children born in 2001 |
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Is being in school better?: The impact of school on children's BMI when starting age is endogenous A study of the relationship between amount of school exposure and both body weight and obesity in children, based on data from early elementary school completers from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) |
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Is early center-based child care associated with tantrums and unmanageable behavior over time up to school entry? Background: Existing research suggests that there is a relationship between greater exposure to center-based child care and child behavioral problems though the mechanism for the impact is unclear. However the measure used to document child care has usually been average hours, which may be particularly unreliable in the early months when fewer children are in center care. In addition individual trajectories for behavior difficulties have not been studied. Objective: The purpose of the current study was to examine whether the extent of exposure to center-based child care before 2 years predicted the trajectory of children's difficult behavior (i.e., tantrums and unmanageable behavior) from 30 to 51 months controlling for child and maternal characteristics. Method: Data were drawn from UK-based families, children and child care study (n = 1201). Individual growth models were fitted to test the relation between early center-based child care experiences and subsequent difficult behavior. Results: Children with more exposure to center-based care before two had less difficult behavior at 30 months, but more increase over time. Initial levels were predicted by higher difficult temperament and lower verbal ability. Higher difficult temperament and lower family socio-economic status predicted its change over time. Conclusion: Findings suggest that early exposure to center-based care before 2 years old is a risk factor for subsequent behavior problems especially when children have a longer period of exposure. A possible explanatory process is that child coping strategies to manage frustration are less well developed in a group context, especially when they lag behind in expressive language. (author abstract) |
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Kindergarten child care experiences and child achievement and socioemotional skills An examination of the relationship between child care experiences during the kindergarten year for both full-day and part-day kindergarten and children's reading, math, self control, interpersonal skills, and both externalizing and internalizing behaviors, based on data from 16,888 kindergarteners from the Early Childhood Longitudinal Study Kindergarten (ECLS-K) |
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Literacy growth in the academic year versus summer from preschool through second grade: Differential effects of schooling across four skills An examination of the relationships between amount of schooling and phonological awareness, decoding, reading comprehension, and vocabulary growth, and a comparison of that relationship over the summer versus the school year, based on data from 383 children followed from preschool through second grade in 16 schools in one district in a large suburban town in the Midwest |
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Little evidence that time in child care causes externalizing problems during early childhood in Norway An examination of associations between hours in child care and maternal reports of externalizing problems at 18 and 36 months of age in a sample of 75,271 Norwegian children, 17,910 of whom were siblings |
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Preschool attendance and school-age profiles: A revision A study of the relationship between preprimary education and both subsequent school attendance and accumulated years of education, based on data from 19,732 participants in Uruguay's 2006 Extended National Household Survey (Encuesta Nacional de Hogares Ampliada-ENHA) |
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Summer school effects in a randomized field trial A study of the effect of assignment to and participation in a five-week academically intensive literacy program for early-elementary students during the middle of the summer vacation period on students' early literacy, based on data from 93 struggling readers in the Northwest that either finished kindergarten or first grade during the 2009-2010 school year |
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Timing, extent, and type of child care and children's behavioral functioning in kindergarten An assessment of relationships between the timing, extent, and type of child care from infancy through preschool and children's behavioral functioning in kindergarten, based on data from 6,000 children from the Early Childhood Longitudinal Study-Birth Cohort |
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WWC review of the report "Summer school effects in a randomized field trial" A summary of a study of the effect of assignment to and participation in a five-week academically intensive literacy program for early-elementary students during the middle of the summer vacation period on students' early literacy, based on data from 93 struggling readers in the Northwest who either finished kindergarten or first grade during the 2009-2010 school year |
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