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Current Filters: State:WASHINGTON [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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Attachment behavior of day-care children: Naturalistic and laboratory observations
Ragozin, Arlene S., 1980
Child Development, 51(2), 409-415

A study of the relationships between child care and attachment behavior through naturalistic and laboratory observations

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Child care and child development: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 1994
In Developmental follow-up: Concepts, domains and methods. (pp. 377-396). San Diego, CA: Academic Press, Inc.

A description of the theoretical framework for the National Institute of Child Health and Development (NICHD) Study of Early Child Care, assessing relationships among family life, child care processes and child behavioral development

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Child care and children's peer interaction at 24 and 36 months: The NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2001
Child Development, 72(5), 1478-1500

A study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers


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Child-care and family predictors of preschool attachment and stability from infancy
NICHD Early Child Care Research Network, 2001
Developmental Psychology, 37(6), 847-862

An analysis of the relationship between family factors and infant and toddler child care experiences and preschool attachment, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child care and mother-child interaction in the first 3 years of life
NICHD Early Child Care Research Network, 1999
Developmental Psychology, 35(6), 1399-1413

An analysis of the effects of child care on maternal sensitivity and child engagement during the first three years of life based on data from the National Institute of Child Health and Human Development Study of Early Child Care

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Child Care Consultation Pilot Project: Evaluation report
Fung, Jennifer, June 2010
Olympia: Washington State, Department of Early Learning.

An investigation into the relationship between providers' access to children's mental health professionals and improvements in providers' knowledge and children's behavior, based on information gathered from 61 child care providers who received classroom consultation services and 6 mental health classroom consultants in King, Thurston, and Yakima Counties in Washington

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Child outcomes when child care center classes meet recommended standards for quality [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 358-363). New York: Guilford Press

An abridged reprint of a study of how children's cognition, language and social competence are affected by child care meeting professional quality standards, based on data from the National Institute of Child Health and Human Development Study of Early Child Care

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A day in third grade: A large scale study of classroom quality and teacher and student behavior
NICHD Early Child Care Research Network, 2005
Elementary School Journal, 105(3), 305-323

A study evaluating the quality of 780 third grade classrooms observed as part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)

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Do children's attention processes mediate the link between family predictors and school readiness
NICHD Early Child Care Research Network, 2003
Developmental Psychology, 39(3), 581-593

A study of the mediating role of child's attention processes in the relation between family environment and school readiness

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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
NICHD Early Child Care Research Network, 2003
Child Development, 74(4), 976-1005

A study of the links between children's socioemotional development and both the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type, and other characteristics of child care

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Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 297-317). New York: Guilford Press

An abridged reprint of a study of how children's socioemotional development is affected by the cumulative amount of time spent in nonmaternal care from birth to the preschool years, and the quality, type and other characteristics of child care, using data from the National Institute of Child Health and Human Development Study of Early Child Care

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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

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Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2005
American Educational Research Journal, 42(3), 537-570

A follow-up investigation into the effects of the quality, quantity, and type of child care on children’s development through primary school, using longitudinal data collected on child care settings and children's cognitive and social functioning

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Early child care and children's peer interaction at 24 and 36 months [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 281-296). New York: Guilford Press

An abridged reprint of a study of how time spent in child care, child care quality, and availability of peers relate to children's peer social competence at 23 and 36 months, using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers


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Early child care and mother-child interaction from 36 months through first grade
NICHD Early Child Care Research Network, 2003
Infant Behavior & Development, 26(3), 345-370

A study of the relationship between early child care experiences in a child's first 3 years of life and mother-child interaction through the child's transition to school

Reports & Papers


Early child care and self-control, compliance, and problem behavior at 24 and 36 months [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 263-280). New York: Guilford Press

A comparison of early child care experiences and family factors, such as income-to-need ratio and mother’s psychological adjustment, as predictors of 2- and 3-year-olds’ self-control, compliance, and problem behavior outcomes

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Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months
NICHD Early Child Care Research Network, 1998
Child Development, 69(4), 1145-1170

A study into factors of family and child care experiences as predictors of self-control, compliance and problem behavior in children

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Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion
Brown, William H., 1999
The Journal of Special Education, 33(3), 138-153

An observational study of preschoolers' experiences in inclusive classrooms, examining social interactions between children with special needs and children without special needs, and comparing activities and social and nonsocial behaviors of children with special needs with those of typically developing children

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The effects of infant child care on infant-mother attachment security [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 193-207). New York: Guilford Press

A study of the interaction between child care quality, stability, amount and mother-child relatedness in the first 3 years of life

Reports & Papers


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The effects of infant child care on infant-mother attachment security: Results of the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 1997
Child Development, 68(5), 860-879

A study of the relationship between nonmaternal infant child care arrangements and infant and mother attachment security and relationships

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Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Brock, Laura L., July, 2014
Early Education and Development, 25(5), 661-680

Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher-child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in the teacher-child relationship in prekindergarten and kindergarten. The indirect effect on prekindergarten problem behaviors through conflict was stronger for boys. For closeness, all outcomes were significant with the exception of the indirect effect on problem behaviors in the kindergarten year. Practice or Policy: Consistency in prekindergarten teachers' emotional support has an indirect effect on children's behavior in prekindergarten and the following year in kindergarten through teacher-child relationships. Improving teachers' emotional support consistency may be 1 avenue for strengthening teacher-child relationships. (author abstract)

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Executive functioning at 54 months: Is it predicted by varying levels of quality child care at 6, 24, and 36 months
Foster, Rachel E., 2004
Unpublished doctoral dissertation, University of New Orleans, New Orleans, LA

An investigation into the influence of child care quality and caregiver characteristics on children’s attention span and impulse control, based on a subsample of 174 children from the National Institute of Child Health and Human Development (NICHD) Study on Early Child Care

Reports & Papers


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Family-school connectedness and children's early social development
Serpell, Zewelanji Natashya, February, 2012
Social Development, 21(1), 21-46

An examination of the relationship between the qualities of family-school interactions and teacher ratings of child social abilities, and an examination of the moderating influences of family characteristics, based on data collected from 2966 children, their parents, their preschool teachers, and some of their kindergarten teachers

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The influences of dimensions of teacher and mother responsiveness on children's social outcomes at 24 and 36 months: A comparison of dyadic and group environments
Cranor, Angela, 2002
Unpublished doctoral dissertation, University of North Carolina at Greensboro

A study designed to examine specific dimensions of teacher and mother responsiveness that are strongly associated with social outcomes for 399 toddlers at 24 and 462 children 36 months of age within a either family or center based childcare setting

Reports & Papers


In-home child care providers, training, and social-emotional development of young children
Hudson, Kelly P., January 2010
Unpublished doctoral dissertation, Saybrook University, San Francisco, CA

An examination of in-home child care providers' understanding of socialemotional development (SED), what they report they do to foster SED, and their perceived needs for and openness to training to foster SED in children ages birth through 5, from transcripts of interviews with 6 providers in western Washington

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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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