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

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After-school activities and the development of low-income urban children: A longitudinal study
Posner, Jill K., 1999
Developmental Psychology, 35(3), 868-879

A longitudinal study of the relationships among child characteristics, academic performance, social adjustment, after school program participation and family variables for children from socioeconomically disadvantaged families in third and fifth grade

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Assessing the strengths of young children at risk: Examining use of the Preschool Behavioral and Emotional Rating Scale with a Head Start population
Griffith, Annette K., September, 2010
Journal of Early Intervention, 32(4), 274-285

Over the past decade, there has been an increased need for the development and use of psychometrically acceptable measures to assess the behavioral and emotional strengths of young children served in statewide preschool and Head Start programs. One measure developed to address this need is the Preschool Behavioral and Emotional Rating Scale (PreBERS), which is a strength-based instrument designed to evaluate the behavioral and emotional strengths of preschool children aged 3 to 5 years old. In a previous study with a nationally representative sample, researchers found that (a) the items of the PreBERS can best be described by a four-factor structure model (Emotional Regulation, School Readiness, Social Confidence, and Family Involvement), (b) the subscales and total measure have highly acceptable levels of internal consistency, and (c) differences were obtained for levels of strength for preschool children with and without disabilities. The findings of this investigation replicate these previous results with a national sample of children (N = 962) enrolled in Head Start programs. Confirmatory factor analysis and analyses of internal consistency and criterion validity provide support for the use of the PreBERS with children served in Head Start programs. Study limitations and implications are addressed (author abstract)

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Care neglect, supervisory neglect, and harsh parenting in the development of children's aggression: A replication and extension
Knutson, John F., 2005
Child Maltreatment, 10(2), 92-107

A study investigating the effects of poor supervision, parental neglect, and punitive parenting on the development of children's aggression

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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

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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 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

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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

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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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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

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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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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

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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 impact of parents, child care providers, teachers, and peers on early externalizing trajectories
Silver, Rebecca B., December 2010
Journal of School Psychology, 48(6), 555-583

An examination of the influence of parents, teachers, and peers in children's externalizing behavior after the transition to school, based on assessments of a subsample of 241 children who participated in the Wisconsin Study of Families and Work

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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

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Productive activity and the prevention of behavior problems
Bradley, Robert H., 2005
Developmental Psychology, 41(1), 89-98

An examination of the relationship between children's level of productive activity within home and school environments and their ability to self regulate, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC)

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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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