* The 66 reports of the Research Guide

 

  Ainsworth, M. D. S. (1973). Development of infant-mother attachment. In B. M. Caldwell & H. Ricciuti (Eds.), Review of Child Development Research (Vol 3, pp. 1-94). Chicago: University of Chicago Press.

*Andersson, B. (1989). Effects of public day care: A longitudinal study. Child Development, 60, 857-866.
 

*Andersson, B. (1992). Effects of day-care on cognitive and socioemotional competence of thirteen-year-old Swedish schoolchildren. Child Development, 63, 20-36.

  Atkins E, Cherry N, Douglas J.W.B., Kiernan K.E. & Wadsworth M.E.J. (1981). The 1946 British birth cohort: an account of the origins, progress and results of the National Survey of Health and Development. In Mednick, S.A. and Baert, A.E. (Eds), Prospective Longitudial Research: an Empirical Basis for the Primary Prevention of Psychosocial Disorders. Oxford University Press, pp. 25-30.

*Bates, J. E., Marvinney, D., Kelly, T., Dodge, K. A., Bennett, D. S., & Pettit, G. S. (1994). Child-care history and kindergarten adjustment. Developmental Psychology, 30, 690-700.

  Belsky, J. (2001). Emmanuel Miller lecture: Development risks (still) associated with early child care. Journal of Child Psychology and Psychiatry, 42, 845-859.

  Bennet, J. (2002). Data needs in early childhood education and care. Paris, France: Organization for the Economic Co-operation and Development. Retrieved February 21, 2006 from: www.oecd.org/dataoecd/25/24/27858604.pdf.

*Blau, D. M. (1999). The effects of child care characteristics on child development. The Journal of Human Resources, 34, 786-822.

*Broberg, A. G., Hwang, C. P., Lamb, M. E., & Bookstein, F. L. (1990).  Factors related to verbal abilities in Swedish preschoolers.  British Journal of Developmental Psychology, 8, 335-349.

*Broberg, A. G., Wessels, H., Lamb, M. E., & Hwang, C. P. (1997). Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study. Developmental Psychology, 33, 62-69.

*Brooks-Gunn, J., Han, W., & Waldfogel, J. (2002). Maternal employment and child cognitive outcomes in the first three years of life: The NICHD study of early child care. Child Development, 73, 1052-1072.

*Bryant, D. M., Burchinal, M., Lau, L. B., & Sparling, J. J. (1994). Family and classroom correlates of Head Start children's developmental outcomes. Early Childhood Research Quarterly, 9, 289-309.

*Burchinal, M. R., Ramey, S. L., Reid, M. K., & Jaccard, J. (1995). Early child care experiences and their association with family and child characteristics during middle childhood.  Early Childhood Research Quarterly, 10, 33-61.

*Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996). Quality of center child care and infant cognitive and language development. Child Development, 67, 606-620.

*Burchinal, M. R., Roberts, J. E., Riggins, R., Zeisel, S., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71, 339-357.

*Burchinal, M. R., & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18, 401-426.

*Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.

*Caughy, M. O., DiPietro, J. A., & Strobino, D. M. (1994). Day-care participation as a protective factor in the cognitive development of low-income children. Child Development, 65, 457-471.

  Ceglowski, D., & Bacigalupa, C. (2004). Keeping current in child care research. Annotated bibliography: An update. Early Childhood Research & Practice, 4. Retrieved May 27, 2005, from http://ecrp.uiuc.edu/v4n1/ceglowski.html.

*Chin-Quee, D. S., & Scarr, S. (1994). Lack of early child care effects on school-age children's social competence and academic achievement. Early Development and Parenting, 3, 103-112.

*Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13, 501-521.

  Clarke-Stewart, K. A. (1988). The 'effects' of infant day care reconsidered: Risks for parents, children, and researchers. Early Childhood Research Quarterly, 3, 293-318.

*Clarke-Stewart, A. K., Vandell, D. L., Burchinal, M., O'Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children's development? Early Childhood Research Quarterly, 17, 52-86.

*Deater-Deckard, K., Pinkerton, R., & Scarr, S. (1996). Child care quality and children's behavioral adjustment: A four-year longitudinal study. Journal of Child Psychology and Psychiatry, 37, 937-948.

  Doherty, G. (1996). The great child care debate: The long-term effects of non-parental child care. Toronto, ON: Child Care Resource and Child Care Unit, Centre for Urban and Community Studies, University of Toronto. 

*Dunn, L. (1993). Proximal and distal features of day care quality and children's development. Early Childhood Research Quarterly, 8, 167-192.

*Field, T. (1991). Quality infant day-care and grade school behavior and performance. Child Development, 62, 863-870.

  Fiene, R. (2002). 13 indicators of quality child care: Research update. Presented to the Office of the Assistant Secretary for Planning and Evaluation and U.S. Department of Health and Human Services, Washington, DC.

  Friendly, M. & Beach, J. (2005).  Elements of a high quality early learning and child care system. Retrieved April 10, 2006 from http://www.childcarequality.ca/wdocs/QbD_Elements.pdf.

*Goelman, H., & Pence, A. (1987). Some aspects of the relationships between family structure and child language development in three types of day care. In S. Kontos & D. L. Peters (Eds.), Continuity and discontinuity of experience in child care (pp.129-146). Norwood, NJ: Ablex Publishing Corporation.

*Goelman, H., & Pence, A. R. (1987). Effects of child care, family and individual characteristics on children's language development: The Victoria Day Care Research Project. In D. A. Phillips (Ed.), Quality in child care: What does research tell us? Washington, DC: National Association for the Education of Young Children.

*Goelman, H., & Pence, A. R. (1988). Children in three types of day care: Daily experiences, quality of care and developmental outcomes. Early Child Development and Care, 33, 67-76.

  Goelman, M. H., Doherty, G., Lero, D. S., LaGrange, A., & Tougas, J. (2000). You bet I care! Caring and learning environments: Quality in child care centres across Canada. Centre for Families, Work, and Well-Being. Guelph, ON: University of Guelph.

*Gullo, D. F., & Burton, C. B. (1992). Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly, 7, 175-186.

*Hagekull, B., & Bohlin, G. (1995). Day care quality, family and child characteristics and socioemotional development. Early Childhood Research Quarterly, 10, 505-526.

*Hausfather, A., Toharia, A., LaRoche, C., & Engelsmann, F. (1997). Effects of age of entry, day-care quality, and family characteristics on preschool behavior. Journal of Child Psychology and Psychiatry, 38, 441-448.

  Helburn, S. (1995). Cost, quality and child outcomes in child care centers. Technical report. Denver, CO: Department of Economics, Center for Research and Social Policy, University of Colorado at Denver.

*Howes, C. (1988). Relations between early child care and schooling. Developmental Psychology, 24, 53-57.

*Howes, C. (1990). Can the age of entry into child care and the quality of child care predict adjustment in kindergarten? Developmental Psychology, 26, 292-303.

*Howes, C. (1997). Children's experiences in center-based child care as a function of teacher background and adult : child ratio. Merrill-Palmer Quarterly, 43, 404-425.

*Howes, C., & Olenick, M. (1986). Family and child care influences on toddlerís compliance. Child Development, 57, 202-216.

*Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10, 381-404.

  Howes, C., Smith, E., & Galinsky, E. (1995). The Florida Child Care Quality Improvement Study: Interim Report. New York, NY: Families and Work Institute.

*Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65, 264-273.

*Howes, C., Phillips, D. A., & Whitebook, M. (1992). Threshold of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449-460.

  Karoly, L. A., Greenwood, P. W., Everingham, S. S., Hoube, J. M., Kilburn, R. C., Rydell, P., et. al. (1998). Investing in our children: What we know and donít know about the costs and benefits of early childhood interventions. Santa Monica, CA: RAND Corporation.

*Kontos, S. J. (1991). Child care quality, family background, and children's development. Early Childhood Research Quarterly, 6, 249-262.

*Kontos, S., Hus, H., & Dunn, L. (1994). Children's cognitive and social competence in child-care centers and family day-care homes. Journal of Applied Developmental Psychology, 15, 387-411.

*Lamb, M., Hwang, C., Broberg, A., & Bookstein, F. (1988). The effects of out-of-home care on the development of social competence in Sweden: A longitudinal study. Early Childhood Research Quarterly, 3, 379-402.

   Lamb, M. E. (1996). Effects of nonparental child care on child development: An update. Canadian Journal of Psychiatry, 41, 330-342.

  Landesman, S., Jaccard, J., & Gunderson, V. (1991). The family environment: The combined influence of goals, strategies, resources, and individual experiences. In M. Lewis & S. Feinman (Eds.), Social influences and socialization in infancy (pp. 63-96). New York: Plenum.

*Larsen, J. M., & Robinson, C. (1989). Later effects of preschool on low-risk children. Early Childhood Reaserch Quarterly, 4, 133-144.

*Loeb, S., Fuller, B., Kagan, S. L., & Carrol, B. (2004).  Child care in poor communities: Early learning effects of type, quality, and stability.  Child Development, 75, 47-65.

  Love, J. M., Harrison, L., Sagi-Schwartz, A., van Ijzendoorn, M. H., Ross, C., Ungerer, J.A., et. al.  (2003). Child care quality matters: How conclusions may vary with context. Child Development, 74, 1021-1033.

*McCartney, K. (1984). Effect of quality of day care environment on children's language development. Developmental Psychology, 20, 244-260.

*McCartney, K., Scarr, S., Phillips, D., & Grajek, S. (1985). Day care as intervention: Comparisons of varying quality programs. Journal of Applied Developmental Psychology, 6, 247-260.

*McCartney, K., Scarr, S., Rocheleau, A., Phillips, D., Abbott-Shim, M., Eisenberg, M., et. al. (1997). Teacher-child interaction and child-care auspices as predictors of social outcomes in infants, toddlers, and preschoolers. Merrill-Palmer Quarterly, 43, 426-450.

*NICHD Early Child Care Research Network (1998). Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months. Child Development, 69, 1145-1170. 

*NICHD Early Child Care Research Network (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077.

*NICHD Early Child Care Research Network (2000). The relation of child care to cognitive and language development. Child Development, 71, 960-980.

*NICHD Early Child Care Research Network (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early care. Child Development, 72, 1478-1500.

*NICHD Early Child Care Research Network (2002). Child-care structure --> process--> outcome: Direct and indirect effects of child-care quality on young children's development. Psychological Science, 13, 199-206.

*NICHD Early Child Care Research Network (2003).  Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74, 976-1005.

*NICHD Early Child Care Research Network (2003). Does quality of child care affect child outcomes at age 4 1/2? Developmental Psychology, 39, 451-469.

*NICHD Early Child Care Research Network (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74, 1639-1662.

*NICHD Early Child Care Research Network (2004).  Type of child care and childrenís development at 54 months. Early Childhood Research Quarterly, 19, 203-230.

*NICHD Early Child Care Research Network, & Duncan, G.J. (2003).  Modeling the impacts of child care quality on children's preschool cognitive development. Child Development, 74, 1454-1475.

  OECD (2003). OECD thematic review of early childhood education and care Canadian background report. Retrieved February 21, 2006 from: http://www.oecd.org/dataoecd/41/36/33852192.pdf.

  OECD (2003/04). Early childhood education and care policy. Canada. Country Note. OECD Directorate for Education. Retrieved August 2, 2005 from: http://www.oecd.org/dataoecd/42/34/33850725.pdf.

  Owen, M. T. (2004). Child care and the development of young children (0-2). In Tremblay R.E., Barr, R.G., Peters, R. DeV, (Eds), Encyclopedia on Early Childhood Development [online]. Montreal, QC: Center of Excellence for Early Childhood Development. Retrieved August 2, 2005 from http://www.excellence-earlychildhood.ca/documents/OwenANGxp.pdf.

*Park, K., & Hogan, A. (1991). Infant child care patterns and later teacher ratings of preschool behaviors. Early Child Development and Care, 68, 89-96.

*Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children's child-care experiences and concurrent development: The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43,451-477.

*Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.

*Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S.L., et al. (2000). The children of the cost, quality, and outcomes study go to school: Technical report. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Center.

*Phillips, D., McCartney, K., & Scarr, S. (1987). Child-care quality and children's social development. Developmental Psychology, 23, 537-543.

*Prodromidis, M., Lamb, M., Sternberg, K., Hwang, C., & Broberg, A. (1995). Aggression and noncompliance among Swedish children in center-based care, family day care, and home care. International Journal of Behavioral Development, 18, 43-62.

  Ramey, C. T., & Campbell, R. A. (1984). Preventative education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project. American Journal on Mental Deficiency, 88, 515-523.

  Ramey. C. T., & Campbell, R. A. (1991). Poverty early childhood education, and academic competence: The Abecedarian experiment.  In A, Huston (Ed.), Children reared in poverty (pp. 190-221). New York: Cambridge University Press.

  Ramey, C. T., & Ramey S. L. (1998). Early intervention and early experience. American Psychologist, 53, 109-120.

  Robin, Frede & Barnett. (2006). Is More better? The effects of full-day vs. half-day preschool on early school achievement. Executive Summary. New Brunswick: NJ: National Institute for Early Education Research.

*Ruopp, R., Travers, J., Glantz, F., & Coelen, C. (1979). Children at the center. Final report of National Day Care Center Study. Cambridge, MA: Abt Associates.

*Schliecker, E., White, D. R., & Jacobs, E. (1991). The role of day care in the prediction of children's vocabulary. Canadian Journal of Behavioral Science, 23, 12-24.

  Statistics Canada (2006). Child care: An eight-year profile. Retrieved May 1, 2006 from:  http://www.statcan.ca/Daily/English/060405/d060405a.htm.

*Struder, M. (1992). Quality of center care and preschool cognitive outcomes: Differences by family income. Sociological Studies of Child Development, 5, 49-72.

*Sundell, K. (2000). Examining Swedish profit and nonprofit child care: The relationships between adult-to-child ratio, age composition in child care classes, teaching and children's social and cognitive achievements. Early Childhood Research Quarterly, 15, 91-114.

*Thornburg, K. R., Pearl, P., Crompton, D., & Ispa, J. M. (1990). Development of kindergarten children based on child care arrangements. Early Childhood Research Quarterly, 5, 27-42.

*Vandell, D. L., & Corasaniti, M. A. (1990). Variations in early child care: Do they predict subsequent social, emotional and cognitive differences?. Early Childhood Research Quarterly, 5, 555-572.

*Vandell, D. L., Henderson, V. K., & Wilson, K. S. (1988).  A longitudinal study of children with day-care experiences of varying quality. Child Development, 59, 1286-1292.

  Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? University of Wisconsin-Madison: Institute for Research on Poverty. Retrieved May 27, 2005, from http://aspe.hhs.gov/hsp/ccquality00/ccqual.htm.

  Verdonik, F., & Sherrod, L. R. (1984). An inventory of longitudinal research on childhood adolescence. New York: Social Science Research Council.

*Votruba-Drzal, E., Coley, R. L., & Chase-Lansdale, P. L. (2004).  Child care and low-income children's development: Direct and moderated effects.  Child Development, 75, 296-312.

*Wadsworth, M. E. J. (1986). Effects of parenting style and preschool experience on children's verbal attainment: Results of a British longitudinal study. Early Childhood Research Quarterly, 1, 237-248.

  Waldfogel, J. (2002). Child care, women's employment, and child outcomes. Journal of Population Economics, 15, 527-548.

  Waldfogel, J., Han, W., & Brooks-Gunn, J. (2002). The effects of early maternal employment on child cognitive development. Demography, 39, 369-392.

 

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