Child Care and Early Education Research Connections
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Teacher's Report Form
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
Caregiver-Teacher Report Form/1½-5
Caregiver-Teacher Report Form/2-5
Child Behavior Checklist Teacher's Report Form for Ages 6-18
A twelve-year follow-up study of maltreated and at-risk children who received early therapeutic child care
Child-care history and kindergarten adjustment
Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
The transition to school: Adaptation in young children with and without intellectual disability
Teacher-child relationships and children's success in the first years of school
Are there long-term effects of early child care?
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Behaviour and skills in six-year-old children in a 'high risk' programme
School readiness among children with varying histories of language difficulties
Patchworks and developmental sequences of child care: The impacts of multiple child care arrangements on child development
Strengthening families in Head Start: The impact of a parent education programme on the emotional well-being of Latino families
Social outcomes associated with media viewing habits of low-income preschool children
Are approaches to learning in kindergarten associated with academic and social competence similarly?
Reactive temperament and sensitivity to context in childcare
The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample
Community resilience, quality childcare, and preschoolers' mental health: A three-city comparison
School readiness: A multifaceted, developmental approach
Gene-environment interaction between DRD4 7-repeat VNTR and early child-care experiences predicts self-regulation abilities in prekindergarten
Preschoolers' self-regulation moderates relations between mothers' representations and children's adjustment to school
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes
Child care and community services: Characteristics of service use and effects on parenting and the home environment
Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school
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