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Current Filters: Resource Type:Reports & Papers [remove]; Author:McCartney, Kathleen [remove]; State:VIRGINIA [remove]; Classification:Child Development & School Readiness [remove];

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			Change in family income-to-needs matters more for children with less Dearing, Eric, November/December 2001 Child Development, 72(6), 1779-1793 An examination of changes in family income-to-needs and its effect on young children's cognitive, language, and behavioral development and outcomes using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Double Jeopardy: Poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk Watamura, Sarah, January/February 2011 Child Development, 82(1), 48-65 A study of the relationships between both home and child care quality and the socioemotional adjustment of groups of children in five different environments at ages 24, 36, and 54 months, based on a secondary analysis of data from 771 children	Reports & Papers
			Teacher-child interaction and child-care auspices as predictors of social outcomes in infants, toddlers, and preschoolers McCartney, Kathleen, 1997 Merrill-Palmer Quarterly, 43(3), 426-450 A study of the association between teacher-child interaction and children's social outcomes in infants and toddlers enrolled in 120 faith-based, for-profit and nonprofit center-based child care in three states (Massachusetts, Virginia, and Georgia)	Reports & Papers
			Testing associations between young children's relationships with mothers and teachers O'Connor, Erin, February 2006 Journal of Educational Psychology, 98(1), 87-98 A longitudinal examination of the impact of maternal attachment and early teacher-child relationships on teacher-child relationships in later academic years using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers

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