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The attitudinal context of family-day care relationships
Kontos, Susan, 1987
In Annual Advances in Applied Developmental Psychology: Vol. II. Continuity and discontinuity of experience in child care (pp. 91-113). Norwood, NJ: Ablex.

A discussion on the relationship between parents and child care givers and the possible influence on the child

Other

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

An eco-behavioral analysis of children�s engagements in urban public school preschool classrooms
Powell, Douglas R., Q1 2008
Early Childhood Research Quarterly, 23(1), 108-123

An analysis of child engagement in the activities of preschool classrooms featuring different sized groups, the presence or absence of teachers during free play, and the different styles of talk used by teachers, in 12 classrooms in a large urban school district in the Midwest

Reports & Papers

An ecobehavioral analysis of early childhood classrooms
Kontos, Susan, 1999
Early Childhood Research Quarterly, 14(1), 35-50

A study of the relationship between children and classroom characteristics and children�s complex interactions with peers and objects, and a study on the circumstances leading to complex interactions between teachers and children, using an ecological-behavioral approach on a sample of 60 children in three early child care programs

Reports & Papers

Preschool teachers' talk, roles, and activity settings during free play
Kontos, Susan, 1999
Early Childhood Research Quarterly, 14(3), 363-382

An observational study examines preschool teachers' involvement with their students during free playtime, looking at the use of activity settings, talk, and role and if these components are interrelated

Reports & Papers

Social IEP objectives, teacher talk, and peer interaction in inclusive and segregated preschool settings
Kwon, Kyong-Ah, October, 2011
Early Childhood Education Journal, 39(4), 267-277

A study of the relationships between types of teacher talk and peer interactions of children with disabilities, an observational study of the applicability of objectives in individualized educational plans (IEPs), a study of the influence of IEP objectives on teacher-child interactions, and a study of differences in both process quality and child social outcomes in inclusive and segregated settings, based on data from 30 children with disabilities and their teachers

Reports & Papers

Structural predictors of child care quality in child care homes
Burchinal, Margaret, 2002
Early Childhood Research Quarterly, 17(1), 87-105

An article examining whether structural features of family child care predict quality better than other features

Reports & Papers

The study of children in family child care and relative care: Highlights of findings
Galinsky, Ellen, 1994
New York, NY: Families and Work Institute.

A presentation of findings from a study on parents' definition of quality in informal child care settings, and an examination of how those measure identified impact quality, based on a sample of 820 mothers, 225 children, and 226 child care providers from San Fernando/Los Angeles, California, Dallas/Fort Worth, Texas, and Charlotte North Carolina

Reports & Papers

Supporting literacy in early childhood programs: A challenge for the future
Dunn, Loraine, 2000
In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood: Research from multiple perspectives (pp. 91-105). Mahwah, NJ: Lawrence Erlbaum Associates

A study of children�s literacy development in early childhood programs, focusing on literacy environments in center-based child care programs, interactions between teachers and children, and child care staff preparations

Reports & Papers

Teacher preparation and teacher-child interaction in preschools
Kontos, Susan, 2002
(ERIC Digest No. EDO-PS-02-11). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

A brief highlighting the research on the relationship between general and specialized training of teachers and their interactions with children

Fact Sheets & Briefs

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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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			The attitudinal context of family-day care relationships Kontos, Susan, 1987 In Annual Advances in Applied Developmental Psychology: Vol. II. Continuity and discontinuity of experience in child care (pp. 91-113). Norwood, NJ: Ablex. A discussion on the relationship between parents and child care givers and the possible influence on the child	Other
			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
			An eco-behavioral analysis of children�s engagements in urban public school preschool classrooms Powell, Douglas R., Q1 2008 Early Childhood Research Quarterly, 23(1), 108-123 An analysis of child engagement in the activities of preschool classrooms featuring different sized groups, the presence or absence of teachers during free play, and the different styles of talk used by teachers, in 12 classrooms in a large urban school district in the Midwest	Reports & Papers
			An ecobehavioral analysis of early childhood classrooms Kontos, Susan, 1999 Early Childhood Research Quarterly, 14(1), 35-50 A study of the relationship between children and classroom characteristics and children�s complex interactions with peers and objects, and a study on the circumstances leading to complex interactions between teachers and children, using an ecological-behavioral approach on a sample of 60 children in three early child care programs	Reports & Papers
			Preschool teachers' talk, roles, and activity settings during free play Kontos, Susan, 1999 Early Childhood Research Quarterly, 14(3), 363-382 An observational study examines preschool teachers' involvement with their students during free playtime, looking at the use of activity settings, talk, and role and if these components are interrelated	Reports & Papers
			Social IEP objectives, teacher talk, and peer interaction in inclusive and segregated preschool settings Kwon, Kyong-Ah, October, 2011 Early Childhood Education Journal, 39(4), 267-277 A study of the relationships between types of teacher talk and peer interactions of children with disabilities, an observational study of the applicability of objectives in individualized educational plans (IEPs), a study of the influence of IEP objectives on teacher-child interactions, and a study of differences in both process quality and child social outcomes in inclusive and segregated settings, based on data from 30 children with disabilities and their teachers	Reports & Papers
			Structural predictors of child care quality in child care homes Burchinal, Margaret, 2002 Early Childhood Research Quarterly, 17(1), 87-105 An article examining whether structural features of family child care predict quality better than other features	Reports & Papers
			The study of children in family child care and relative care: Highlights of findings Galinsky, Ellen, 1994 New York, NY: Families and Work Institute. A presentation of findings from a study on parents' definition of quality in informal child care settings, and an examination of how those measure identified impact quality, based on a sample of 820 mothers, 225 children, and 226 child care providers from San Fernando/Los Angeles, California, Dallas/Fort Worth, Texas, and Charlotte North Carolina	Reports & Papers
			Supporting literacy in early childhood programs: A challenge for the future Dunn, Loraine, 2000 In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood: Research from multiple perspectives (pp. 91-105). Mahwah, NJ: Lawrence Erlbaum Associates A study of children�s literacy development in early childhood programs, focusing on literacy environments in center-based child care programs, interactions between teachers and children, and child care staff preparations	Reports & Papers
			Teacher preparation and teacher-child interaction in preschools Kontos, Susan, 2002 (ERIC Digest No. EDO-PS-02-11). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. A brief highlighting the research on the relationship between general and specialized training of teachers and their interactions with children	Fact Sheets & Briefs