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Current Filters: State:VIRGINIA [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


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Unpublished master's thesis, University of North Texas, Denton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


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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)

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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

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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

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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

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Teachers' narratives about their relationship with children: Associations with behavior in classrooms
Stuhlman, Megan, 2002
School Psychology Review, 31(2), 148-163

An examination of the extent to which relationship narratives predict teacher-child interactions and the association between children's behavior in classrooms with these interactions

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Temperament and language skills as predictors of teacher-child relationship quality in preschool
Rudasill, Kathleen M., 2006
Early Education and Development, 17(2), 271-291

A study examining the extent to which preschool children's temperament (shyness) and language skills predict the quality of the student-teacher relationship

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Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children’s development
Curenton, Stephanie M., January 2008
Early Education and Development, 19(1), 161-187

An examination of mother-child dialog during storytelling, story-creating, and story-reading exercises, including reasoning, word-usage, the relationship between type of talk and complexity of language used, and the association between maternal literacy and decontextualized talk, in a sample of 33 primarily African American mothers and their preschoolers

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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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