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Current Filters: Author:Burchinal, Margaret [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Allegiances or attachments: Relationships among infants and their daycare teachers
Farran, Dale, 1984
In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers

A study of infants’ social interactions and relationships with alternative caregivers in child care

Reports & Papers


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Are there long-term effects of early child care?
Belsky, Jay, March/April 2007
Child Development, 78(2), 681-701

An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development

Reports & Papers


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Child care experiences and developmental outcomes
Burchinal, Margaret, 1999
Annals of the American Academy of Political and Social Science, 563(1), 73-97

A review of studies on the impact of child care quality on young children's development, taking into account the effects of differences between families using and not using nonparental child care.

Other


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Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence
Barbarin, Oscar, 2006
American Journal of Orthopsychiatry, 76(2), 265-276

An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence

Reports & Papers


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The Cost, Quality and Child Outcomes in Child Care Centers Study
Peisner-Feinberg, Ellen S.,
Denver, CO: Center for Research on Economic and Social Policy

A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes

Major Research Projects


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Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year
Burchinal, Margaret, 1992
Early Childhood Research Quarterly, 7(2), 383-396

A longitudinal study on the impact of non maternal child care on mother-child relationships and infants’ insecure maternal attachments

Reports & Papers


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An eco-behavioral approach to examining the contextual effects of early childhood classrooms
Kontos, Susan, 2002
Early Childhood Research Quarterly, 17(2), 239-258

A study of the association between both child and classroom characteristics and children's interactions with both objects and peers, based on observations of a random selection of 225 Hawaiian young children

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Effects of transitions to new child care classes on infant/toddler distress and behavior
Cryer, Debby, 2005
Early Childhood Research Quarterly, 20(1), 37-56

An examination of the emotional and behavioral effects of infants' and toddlers' transitions to new child care classrooms

Reports & Papers


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From one class to another: How transitions may affect infants and toddlers
Cryer, Debby, 2005
(FPG Snapshot No. 25). Chapel Hill, NC: FPG Child Development Institute.

A study of the effects that transitions have on infants and toddlers examining stress reactions when caregiver continuity is not offered; the study included 19 child care centers in North Carolina and 46 classrooms in which direct observations of children’s social activity and their emotional behavior were assessed

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Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269

A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs

Reports & Papers


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Testing a series of causal propositions relating time in child care to children’s externalizing behavior
McCartney, Kathleen, January 2010
Developmental Psychology, 46(1), 1-17

An examination, through a series of longitudinal analyses, of the relationship between child care hours and externalizing behavior, moderated by child care quality and portion of time with a large group of peers, from 1,364 family participants in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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