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183 results found.

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1.

Achievement in the first 2 years of school: Patterns and processes
Alexander, Karl L.; Entwisle, Doris R., 1988
Monographs of the Society for Research in Child Development, 53(2), 1-157

A study of the influence of home and school factors on adaptation to school, using data from the Beginning School Study conducted in Baltimore in 1982

Reports & Papers

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2.

After-School Environment Scales
Rosenthal, Robert; Vandell, Deborah Lowe, 1996
Child Development, 67(5), 2434-2445

Instruments

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3.

After-school programs and academics: Implications for policy, practice, and research
Granger, Robert C.; Durlak, Joseph A., 2008
Social Policy Report, 22(2)

A discussion, with commentary, of the relation of participation in after school programs to participants' positive academic outcomes, with a focus on particular program features associated with positive academic outcomes

Other

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4.

Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2004
Child Development, 75(1), 280-295

A study determining the effects of family factors, child care types, and child care hours on children's functioning, utilizing data from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC)

Reports & Papers

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5.

Are Head Start effects sustained?: A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Lee, Valerie E.; Schnur, Elizabeth; Liaw, Fong-ruey; et al., 1990
Child Development, 61(2), 495-507

A study of the sustained effects in kindergarten and first grade of Project Head Start for disadvantaged black children between 1969 and 1970 in two American cities

Reports & Papers

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6.

Are insecure-avoidant infants with extensive day-care experience less stressed by and more independent in the Strange Situation
Belsky, Jay; Braungart-Rieker, Julia M., 1991
Child Development, 62(3), 567-571

A study of the relationship between child reactions to stressful situations and the amount of non-parental child care experienced by the child in his or her first year, in a sample of 20 insecure-avoidant infants

Reports & Papers

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7.

Attachment behavior of day-care children: Naturalistic and laboratory observations
Ragozin, Arlene S., 1980
Child Development, 51(2), 409-415

A study of the relationships between child care and attachment behavior through naturalistic and laboratory observations

Reports & Papers

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8.

Attachment in daily separations: Reconceptualizing day care and maternal employment issues
Anderson, Christine W., 1980
Child Development, 51(1), 242-245

A study of the impact of daily mother-child separations and multiple caregivers on development and maintenance of attachment

Other

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9.

Attachment Q Sort
Waters, Everett; Deane, Kathleen, 1985
Monographs of the Society for Research in Child Development, 50(1/2), 41-65

Instruments

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10.

Attachment Q Sort (3rd ed.)
Waters, Everett, 1995
Monographs of the Society for Research in Child Development, 60(2/3), 247-254

Instruments

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11.

Attention in preschoolers: Associations with effortful control and motivation
Chang, Florence; Burns, Barbara M., 2005
Child Development, 76(1), 247-263

A study to determine whether characteristics of effortful control and motivation can promote attention skills in low income preschool children

Reports & Papers

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12.

At what age should children enter kindergarten?: A question for policy makers and parents
Stipek, Deborah J., 2003
Social Policy Report, 16(2)

A review of findings of research on the effects of school entrance age on academic achievement

Fact Sheets & Briefs

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13.

The benefits and costs of Head Start
Ludwig, Jens; Barnett, W. Steven; Cook, Thomas D.; et al., 2007
Social Policy Report, 21(3)

A discussion of the long-term benefits and costs of Head Start and state prekindergarten programs

Other

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14.

Building the workforce our youngest children deserve
Rhodes, Holly; Huston, Aletha C., 2012
Social Policy Report, 26(1), 1-31

A discussion of themes from a workshop to examine the early childhood care and education workforce, including a definition and description of the current workforce, an exploration of workforce characteristics associated with child development outcomes, and a discussion of issues related to developing the workforce as a profession through education and training

Other

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15.

Change in family income-to-needs matters more for children with less
Dearing, Eric; McCartney, Kathleen; Taylor, Beck A.; et al., November/December 2001
Child Development, 72(6), 1779-1793

An examination of changes in family income-to-needs and its effect on young children's cognitive, language, and behavioral development and outcomes using data from the National Institute of Child Health and Human Development Study of Early Child Care

Reports & Papers

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16.

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

Reports & Papers

17.

Child care and the family: An opportunity to study development in context
NICHD Early Child Care Research Network, 1996
Newsletter of the Society for Research in Child Development, 4-7

An overview of the Study of Early Child Care by the National Institute of Child Health and Human Development

Other

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18.

Child care and low-income children's development: Direct and moderated effects
Votruba-Drzal, Elizabeth; Coley, Rebekah Levine; Chase-Lansdale, P. Lindsay; et al., 2004
Child Development, 75(1), 296-312

A study determining the effect of child care quality on low-income children's cognitive and social development, utilizing data from the Welfare, Children, and Families: A Three-City Study

Reports & Papers

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19.

Child care for children in poverty: Opportunity or inequality?
Phillips, Deborah A.; Voran, Miriam; Whitebook, Marcy; et al., 1991
Child Development, 65(1), 472-492

A study of child care quality in child care centers serving children from low-income families, its relationship to type of center-based programming, and its comparability to child care quality in centers serving upper- and middle-income families, based on data from the nationally representative Profile of Child Care Settings study and the National Child Care Staffing Study, which collected observational data on child care quality in 227 child care centers in five cities

Reports & Papers

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20.

Child care in poor communities: Early learning effects of type, quality, and stability
Loeb, Susanna; Fuller, Bruce; Kagan, Sharon Lynn; et al., 2004
Child Development, 75(1), 47-65

A longitudinal analysis of the effects of child care type, quality, and stability on the social and cognitive development of preschool children of low-income single mothers

Reports & Papers

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21.

Child care quality matters: How conclusions may vary with context
Love, John M.; Harrison, Linda; Brady-Smith, Christy; et al., 2003
Child Development, 74(4), 1021-1033

An analysis of three national studies on child care quality and the impact of quality on child development

Other

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22.

Child care research: A clinical perspective
Greenspan, Stanley, 2003
Child Development, 74(4), 1064-1068

An examination of two studies that suggest that young children demonstrate increased aggressive behavior in relationship to time spent in day care and increases in cortisol levels in relationship to full-time, group-oriented, out-of-home care, utilizing a clinical context that looks at individual differences in children, families, and child care environments

Other

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23.

Child care research: An editorial perspective
Langlois, Judith; Liben, Lynn S., 2003
Child Development, 74(4), 969-975

A summary and critique of the goals and content of Child Development’s new From Another Perspective format

Other

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24.

Child development and emergent literacy
Whitehurst, Grover J.; Lonigan, Christopher J., 1998
Child Development, 69(3), 848-872

This article introduces a typology of early literacy domains with a review of literature to support the adoption of the typology

Other

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25.

Children at play: The role of peers in understanding the effects of child care
Fabes, Richard A.; Hanish, Laura; Martin, Carol Lynn; et al., 2003
Child Development, 74(4), 1039-1043

A commentary on studies that identify the potential of child care to shape children’s adjustment, emphasizing the role of peers, specifically peers' same-sex preferences and patterns of behavior

Other

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26.

Children's Loneliness and Social Dissatisfaction Scale
Asher, Stephen R.; Renshaw, Peter D.; Hymel, Shelley; et al., 1984
Child Development, 55(4), 1456-1464

Instruments

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27.

Children's relationships with caregivers: Mothers and child care teachers
Howes, Carollee; Hamilton, Claire, 1992
Child Development, 63(4), 859-866

A study categorizing infants', toddlers', and preschool children's relationships with their mothers and teachers and relating these categories to levels of teacher involvement, based on direct observations

Reports & Papers

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28.

Class and ethnic differences in the responsiveness of preschool children to cognitive demands
Hertzig, Margaret E.; Birch, Herbert G.; Thomas, Alexander; et al., 1968
Monographs of the Society for Research in Child Development, 33(1), 1-69

A study of socioeconomic and ethnic factors in students’ social and cognitive abilities, contrasting responsiveness among 3-year-olds from working and middle class families

Reports & Papers

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29.

Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment
Ladd, Gary W.; Coleman, Cynthia C.; Kochenderfer, Becky J.; et al., 1997
Child Development, 67(6), 1181-1197

A study of the linkages between kindergartener participation in different types of peer relationships and their social development and adjustment to school

Reports & Papers

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30.

Cognitive and family-support mediators of preschool intervention: A confirmatory analysis
Reynolds, Arthur J.; Mavrogenes, Nancy A.; Bezruczko, Nikolaus; et al., 1996
Child Development, 67(3), 1119-1140

A study of the mediators of the effects of preschool intervention on 360 low-income children’s school achievement in the sixth grade

Reports & Papers

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31.

A comparison of group day and family child-rearing patterns in Sweden
Cochran, Moncrieff M., 1977
Child Development, 48(2), 702-707

A summary of social and cognitive developmental impacts among Swedish children from different child care settings

Reports & Papers

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32.

Comparisons of the expectations of parents and teachers for the behavior of preschool children
Winetsky, Carol S., 1978
Child Development, 49(4), 1146-1154

A study of the differences between the behavioral expectations of parents and teachers involved in multiple-system child rearing based on role, social class and ethnicity

Reports & Papers

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33.

Conflict and the friendship relations of young children
Hartup, Willard W.; Stewart, Mark I.; Laurson, Brett; et al., 1988
Child Development, 59(6), 1590-1600

A study comparing children’s interactions, conflicts and conflict resolutions with friends, non friends and friendly acquaintances

Reports & Papers

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34.

Connecting the science of child development to public policy
Huston, Aletha C.; Granger, Robert C.; Phillips, Deborah A.; et al., 2005
Social Policy Report, 19(4)

A discussion of the role of research on child development in the public policy-making process

Other

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35.

Correlates of curiosity and exploratory behavior in preschool disadvantaged children
Minuchn, Patricia, 1971
Child Development, 42(3), 939-950

A study of a pilot project with the objectives of developing measures of curiosity and exploratory behavior appropriate for disadvantaged preschool children, as well as the relationship between curiosity and other aspects of functioning; a sample population of 18 four year-old African-American children in Head Start programs were assessed

Reports & Papers

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36.

Cortisol reactivity is positively related to executive function in preschool children attending Head Start
Blair, Clancy; Razza, Rachel Peters; Granger, Douglas A.; et al., 2005
Child Development, 76(3), 554-567

A study of the relationship between stress reactivity, as measured by changes in cortisol levels, and cognitive functioning and social behavior in low income preschool children

Reports & Papers

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37.

Day care and children's conceptions of moral and social rules
Siegal, Michael; Storey, Rebecca M., 1985
Child Development, 56(4), 1001-1008

A study of the influence of the length of enrollment in child care on child conceptions of moral and social rules

Reports & Papers

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38.

Day-care participation as a protective factor in the cognitive development of low-income children
Caughy, Margaret O'Brien; Strobino, Donna M.; DiPietro, Janet A.; et al., 1994
Child Development, 65(2 Spec. No), 457-71

A study of the impact of child care participation during the first 3 years of life on the cognitive functioning of low-income, school-age children

Reports & Papers

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39.

DeLucia Toy Choice Procedure
DeLucia, Lenore A., 1963
Child Development, 34(1), 107-117

Instruments

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40.

Denham Puppet Interview
Denham, Susanne A., February 1986
Child Development, 57(1), 194-201

Instruments

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41.

Depressive symptoms in young adults: The influences of the early home environment and early educational child care
McLaughlin, Andrea E.; Campbell, Frances A.; Pungello, Elizabeth Puhn; et al., May/June 2007
Child Development, 78(3), 746-756

An examination of the relationship among depressive symptoms in young adults, quality of early home environment and early educational child care using adults from the age-21 longitudinal follow up of participants in the Abecedarian study

Reports & Papers

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42.

Developmental research, public policy, and the ecology of the child
Bronfenbrenner, Urie, 1974
Child Development, 45(1), 1-5

An argument for ecologically valid child care research and current social policy as basis for forming theoretical questions, designing further research, and making child care policy decisions

Other

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43.

Different kinds of information affect word learning in the preschool years: The case of part-term learning
Saylor, Megan M.; Sabbagh, Mark A., 2005
Child Development, 75(2), 395-408

Two studies of how three types of information (object familiarity, whole-part juxtaposition, and possessive syntax) affect preschool children's learning novel names for parts of objects

Reports & Papers

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44.

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

Reports & Papers

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45.

Don't believe everything you hear: Preschoolers' sensitivity to speaker intent in category induction
Jaswal, Vikram K., 2004
Child Development, 75(6), 1871-1885

An analysis of whether children are sensitive to cues about a speaker's communicative intent in deciding whether to accept and use a speaker's unexpected labels as the basis for inference

Reports & Papers

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46.

Do you believe in magic?: What can we expect from early childhood intervention programs
Brooks-Gunn, Jeanne, 2003
Social Policy Report, 17(1)

A brief on the development of vulnerable children and the efficacy of early intervention program for altering their development

Fact Sheets & Briefs

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47.

Dyadic analysis of friendship in a sample of preschool-age children attending Head Start: Correspondence between measures and implications for social competence
Vaughn, Brian E.; Caya, Lisa R.; Colvin, Tameka N.; et al., 2001
Child Development, 72(3), 862-878

An examination of friendship among Head Start children, focusing on reciprocation and gender composition

Reports & Papers

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48.

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

Reports & Papers

49.

Early childhood development programs in global contexts: Improving quality
Society for Research in Child Development, 2011
Social Policy Report Brief, 25(2).

A summary of an examination of access to and quality of early childhood programs and services in international settings

Fact Sheets & Briefs

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50.

Early educational opportunities for children of Hispanic origins
Garcia, Eugene E.; Jensen, Bryant, 2009
Social Policy Report, 23(2), 1-20

A discussion, with commentaries, of the demographic characteristics of, unique linguistic profile of, and empirical evidence supporting certain interventions for three- to eight-year-old Hispanic children, with policy recommendations for improving educational opportunities for these children

Other

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