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

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After-school child care in an elementary school: Social development and continuity and complementarity of programs
Howes, Carollee, 1987
Elementary School Journal, 88(1), 93-103

A study of the impact of an out-of-school child care program on the social experiences and social development of 30 kindergarten-age children versus children that went home after school

Reports & Papers


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Child care caregiver sensitivity and attachment
Howes, Carollee, 1998
Social Development, 7(1), 25-36

An overview of three studies measuring the impact of child care caregivers' sensitivity on children's attachment security

Reports & Papers


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Child care social climate
Howes, Carollee, September 1999
(NCEDL Spotlights No. 14). Chapel Hill, NC: National Center for Early Development and Learning.

Key findings from a study on teacher-child relationships and the social environment of child care on children's socioemotional development

Fact Sheets & Briefs


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Children and their child care caregivers: Profiles of relationships
Howes, Carollee, 1995
Social Development, 4(1), 44-61

A study of child and child care provider relationships based on an analysis of toddler and preschool children behavior profiles

Reports & Papers


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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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Children's relationships with caregivers: Mothers and child care teachers
Howes, Carollee, 1992
Child Development, 63(4), 859-866

A study categorizing infants', toddlers', and preschool children's relationships with their mothers and teachers and relating these categories to levels of teacher involvement, based on direct observations

Reports & Papers


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Child's play with adults, toys, and peers: An examination of family and child-care influences
Howes, Carollee, 1987
Developmental Psychology, 23(3), 423-430

A study of the influences of family and child care characteristics on the play of toddlers in family child care homes, based on observations and questionnaires

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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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

Reports & Papers


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Entering a new peer group in ethnically and linguistically diverse childcare classrooms
Howes, Carollee, November 2008
Social Development, 17(4), 922-940

A six-month longitudinal study of the associations between child social competence and race, language, relationships with teachers, and classroom characteristics in a population of 190 children low income children in 38 racially- and linguistically-diverse urban classrooms

Reports & Papers


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Family and child care influences on toddler compliance
Howes, Carollee, 1986
Child Development, 57(1), 202-216

A study on the influence of parental care and child care providers on child compliance and self-regulation

Reports & Papers


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New child-caregiver attachment relationships: Entering childcare when the caregiver is and is not an ethnic match
Howes, Carollee, November 2006
Social Development, 15(4), 574-590

An examination of behavior, perception, and ethnic or racial matches between caregivers and children, upon the latter’s first entrance into center based child care, as predictors of attachment relationship quality measured six months later

Reports & Papers


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Peer interaction of young children
Howes, Carollee, 1988
Monographs of the Society for Research in Child Development, 53(1), 1-92

A study of peer interactions and friendships amongst 1 to 6-year-old children to assess predicted sequences and individual differences in the early development of social competence with peers; the study’s design was both cross-sectional and longitudinal, with 43 children followed for three years and 223 children for two years

Reports & Papers


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Social and relational factors in early education and prosocial actions of children of diverse ethnocultural communities
Spivak, Asha L., January 2011
Merrill-Palmer Quarterly, 57(1), 1-24

A study of associations between prosocial behavior and quality of social dynamics among children and teachers and if factors associated with prosocial behavior vary across children's racial or ethnic background, based on child and family data from 1,078 participants in the National Early Head Start Research and Evaluation Project

Reports & Papers


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Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations
Howes, Carollee, 2000
Social Development, 9(2), 191-203

A longitudinal study of the influence of preschool socio-emotional climate and early individual child-teacher relationships and behavior problems in predicting second grade social competence with peers

Reports & Papers


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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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Teacher sensitivity, children's attachment and play with peers
Howes, Carollee, January 1997
Early Education and Development, 8(1), 41-49

A longitudinal study of three different explanatory models for the development of complex play with peers in a sample of 107 children and their primary caregivers in family and center-based child care settings

Reports & Papers


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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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