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Current Filters: State:NORTH CAROLINA [remove]; Classification:Cognitive Development [remove];

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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	Reports & Papers
			Cognitive and school outcomes for high-risk African-American students at middle adolescence: Positive effects of early intervention Campbell, Frances A., 1995 American Educational Research Journal, 32(4), 743-772 A study of the long-term positive cognitive and social outcomes of low-income, primarily African American, adolescents in an early childhood educational intervention program	Reports & Papers
			Compensatory education for disadvantaged children Ramey, Craig T., 1982 In J. Belsky (Ed.), In the beginning: Readings in infancy (pp. 259-269). New York: Columbia University Press A review of the early intervention program, the Carolina Abecedarian Project, regarding the social and intellectual development of low-income, predominately African American students	Reports & Papers
			The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children Dickinson, David K., 2003 Journal of Educational Psychology, 95(3), 465-481 An evaluation of Head Start preschool children's vocabularies, phonological sensitivities, and print knowledge to examine the relationship between oral language and developing literacy	Reports & Papers
			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
			Early language and the development of children's reading skills Poe, Michele, 2004 Journal of School Psychology, 42(4), 315-335 A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade	Reports & Papers
			Effect of early childhood teacher characteristics on classroom practice, quality, and child abilities Bivona, Jenny M., 2005 Unpublished master's thesis, University of North Texas, Denton An examination of the impact of early education teachers' perceptions of developmentally appropriate practices and their educational experiences on their use of developmentally appropriate practices, classroom quality, and young children's cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Effects of a preschool music and movement curriculum on children�s language skills Yazejian, Noreen, October 2009 NHSA Dialog, 12(4), 327-341 An examination of the influence of children�s receipt of a music curriculum on their language skills, based on a sample of 207 children and 27 teachers from 3 Head Start programs in a suburban area of North Carolina, a rural area of Kentucky, and an urban area of New York	Reports & Papers
			A longitudinal study of two early intervention strategies: Project CARE Wasik, Barbara H., 1991 Child Development, 61(6), 1682-1696 A longitudinal study on the impacts of family education and center-based child care intervention programs on intellectual performance in developmentally at-risk children six months to four years old	Reports & Papers
			Making summer count: How summer programs can boost children's learning McCombs, Jennifer Sloan, 2011 (MG-1120-WF). Santa Monica, CA: Rand Corporation. A review of research on summer learning loss and summer program effectiveness and costs, and an examination of school district efforts to develop summer learning programs, based on case studies and key informant interviews	Reports & Papers
			Maternal nonstandard work schedules and child cognitive outcomes Han, Wen-Jui, 2005 Child Development, 76(1), 137-154 A study to determine whether maternal work schedules have an effect on children's cognitive outcomes, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC)	Reports & Papers
			Modeling the impacts of child care quality on children's preschool cognitive development NICHD Early Child Care Research Network, 2003 Child Development, 74(5), 1454-1475 A journal article using data from the National Institute of Child Health and Human Development Study of Early Child Care to evaluate three methods for modeling the effects of child care quality on preschool children's cognitive development	Reports & Papers
			Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school NICHD Early Child Care Research Network, 2005 Developmental Psychology, 41(1), 99-114 A longitudinal study examining the influence of early experiences at home, school, and child care on the development of attention, memory, and planning in first graders, using data from the NICHD Study of Early Child Care and Youth Development	Reports & Papers
			Preventive education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project Ramey, Craig T., 1984 American Journal of Mental Deficiency, 88(5), 515-523 An article on the effects of the Abecedarian Project, a comprehensive early intervention for at-risk children, on cognitive development from birth to 54 months.	Reports & Papers
			Project CARE: A comparison of two early intervention strategies Ramey, Craig T., 1985 Topics in Early Childhood Special Education, 5(2), 12-25 A study on the effects of early intervention education on the intellectual development of high-risk infants	Reports & Papers
			The relation of child care to cognitive and language development NICHD Early Child Care Research Network, 2000 Child Development, 71(4), 960-980 An examination of the relationship between early child care experiences and cognitive and language development among 1,364 children, from 10 sites in the United States, enrolled at birth and followed until age 3 to examine cognitive development, language production, and language comprehension as a function of quality and amount of child care	Reports & Papers
			The relation of child care to cognitive and language development [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. 318-336). New York: Guilford Press An abridged reprint of a study of the relationship between cognitive and language development and quality, amount, and type of child care, based on data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Relations between family predictors and child outcomes: Are they weaker for children in child care? [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. 407-417). New York: Guilford Press An abridged reprint of a study reporting analyses of the mediating effect of nonparental child care on the influence of family factors on infant and toddler cognitive and behavioral development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Social and intellectual consequences of daycare for high-risk infants Ramey, Craig T., 1977 In R. Webb (Ed.), Social development in childhood: Day-care programs and research from the Hyman Blumberg Symposium on Research in Early Childhood Education (pp. 79-110). Baltimore: Johns Hopkins University Press A study of the social and intellectual consequences of child care that begin the first quarter of the first year of life in high-risk infants from the Carolina Abecedarian Project	Reports & Papers
			Title I funded preschools as a developmental context for children's play and verbal behaviors Farran, Dale, 2001 Early Childhood Research Quarterly, 16(2), 245-262 An examination of how preschool children attending Title I funded programs changed in terms of their play and verbal activity over the course of a year	Reports & Papers

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