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The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study A study of staff opinions about typical behaviors of young children in child care settings whose parents experience divorce or separation, based on a survey of 33 early educators in Norway |
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Care or cash?: The effect of child care subsidies on student performance A study of the influence on children's junior high school academic performance of variations in household child care expenses produced by income-based eligibility cutoffs for municipal child care subsidies, based on a national longitudinal administrative data set from Norway |
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Care or cash?: The effect of child care subsidies on student performance A study of the influence on children's junior high school academic performance of variations in household child care expenses produced by income-based eligibility cutoffs for municipal child care subsidies, based on a national longitudinal administrative data set from Norway |
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Day care attendance, recurrent respiratory tract infections and asthma A study of the association between child care attendance before age 3 and recurrent respiratory tract infections and asthma throughout childhood among 1447 children in Oslo |
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Day care center characteristics and children's respiratory health A study of the associations between children's respiratory health and dampness problems and other building characteristics in 175 inspected day care center buildings, based on a survey of 942 children between the ages of 3 and 5 |
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Day care centers and respiratory health A study examining the effects of different types of child care on Norwegian preschool children's respiratory health |
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Daycare children of divorce and their helpers Caring for children of divorce may prevent emotional and behavioural problems. This study investigates daycare staff's beliefs about caring for young children who have experienced parental divorce. Q methodology was applied for this purpose, and 33 participants sorted 40 subjective statements. The Q factor analyses resulted in four factors or viewpoints: (1) child-sensitive helpers, (2) insecure helpers, (3) confident helpers, and (4) distant child helpers. The results show both coherence and diversity between the daycare staff's viewpoints. Practical implications of the four main views regarding daycare staff and children of divorce are discussed. Education and counselling for daycare staff in dealing with children of divorce are suggested. (author abstract) |
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The effect of preschool on the school performance of children from immigrant families: Results from an introduction of free preschool in two districts in Oslo A study of the relationship of participation in a free preschool program to school performance at age 16 among children from immigrant families in Oslo, Norway, based on a comparison of children who lived in school districts offering the program with those who did not |
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Effects of family policy reforms in Norway: Results from a joint labour supply and childcare choice microsimulation analysis An analysis of the effects of Norwegian family policy reforms on mothers' participation in the workforce, including decreased child care prices and increasing center-based child care availability |
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Genetic and environmental influences on vocabulary and reading development A longitudinal study of changes in the influence of genes and the environment on the reading and vocabulary scores of children measured at prekindergarten, second grade, and fourth grade, based on data collected from 997 pairs of twins from four countries |
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Incentives to work?: The impact of a 'Cash-for-Care' benefit for immigrant and native mothers labour market participation A comparison of the influences of the Cash-for-Care benefit, a public subsidy for child care, on the labor market participation of both native Norwegian and non-western immigrant mothers of 1- to 2-year-olds, based on data collected by Statistics Norway in 1992, 1995, and 1998 |
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Kindergarten for all: Long run effects of a universal intervention A study of the relationship of a 1997 reduction in the mandatory kindergarten enrollment age in Norway to school performance through the end of compulsory schooling, based on longitudinal administrative data for children born in 1990 or 1991 |
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Kindergarten for all: Long run effects of a universal intervention A study of the relationship of a 1997 reduction in the mandatory kindergarten enrollment age in Norway to school performance through the end of compulsory schooling, based on longitudinal administrative data for children born in 1990 or 1991 |
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Money for nothing?: Universal child care and maternal employment An examination of the relationship between universal subsidized child care and maternal employment, based on data from administrative registers from Statistics Norway from 1967 through 2006 |
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No child left behind: Subsidized child care and children's long-run outcomes A longitudinal comparison of adult earnings, educational attainment, family formation, welfare use, and height in cohorts of individuals who reached preschool age before and after the implementation of Norway's expansion of subsidized child care in 1975 |
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No child left behind: Universal child care and children's long-run outcomes An inquiry into the effects of universal preschool on children's long-term educational and employment outcomes in Norway, based on data from administrative registers from Statistics Norway for the country's entire population from 1967-2006 |
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Preschool classroom conversations as long-term resources for second language and literacy acquisition A study of relationships between preschool talk exposure and immigrant first graders' second language literacy and oral skills outcomes, based on data from 25 children with Turkish as their first language and Norwegian as their second, at various multilingual and ethnically diverse preschool classrooms in Norway |
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Stability and change in prosocial and antisocial behavior across the transition to school: Teacher and peer perspectives A study of stability and change in the social behavior of girls and boys across the transition from child care to first grade, based on teacher ratings and peer nominations for prosocial and antisocial behavior for 248 children in 2 cohorts in Norway |
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The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample A validity study of the Student-Teacher Relationship Scale (STRS) for measuring preschool children's relationships with their teachers that includes investigations of the factor structure of the instrument, the validity of the subscales across gender, and both the concurrent and discriminant validity of all three subscales, based data from a 925 children in preschools and their teachers in Trondheim, Norway |
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Too young to leave the nest?: The effects of school starting age A study of the relationship of age of primary school entry to long-run outcomes including IQ at age 18, educational attainment, teenage pregnancy, and adult earnings, based on a national administrative data set in Norway |
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Two-year-old children as co-constructors of culture A qualitative study of the construction of culture and counter-culture by adults and children over a period of 7 months at an infant-and-toddler child care center in Finland |
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Young children acquiring second language vocabulary in preschool group-time: Does amount, diversity, and discourse complexity of teacher talk matter? A study of the relationship between exposure to second-language discourse of teachers in preschool and children's second-language vocabulary acquisition in preschool and by first grade, based on data collected from 27 native Turkish-speaking children in Norwegian-speaking environments |
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