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Current Search: topic:caregiver-depression;
Current Filters: Author:Burchinal, Margaret [remove];

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			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? Pianta, Robert C., 2005 Applied Developmental Science, 9(3), 144-159 An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher�child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs	Reports & Papers
			Quality in kindergarten classrooms: Observational evidence for the need to increase children�s learning opportunities in early education classrooms La Paro, Karen M., July 2009 Early Education and Development, 20(4), 657-692 An investigation of the quality and content of children�s learning experiences in kindergarten and how individual children experience classroom quality, based on data from 240 prekindergarten classroons and a subsample of 730 kindergarten classrooms attended by participants of a larger study	Reports & Papers
			Quality dosage, thresholds, and features in early childhood settings: Literature review tables United States. Administration for Children and Families. Office of Planning, Research and Evaluation, August 2010 (OPRE 2011-5a). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Tables to accompany a review of research on the relationship of quality thresholds, timing, and features of early childhood settings to child developmental outcomes	Other

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