The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.

By Ellen Peisner-Feinberg, Margaret R. Burchinal, R. Clifford, M. Culkin, C. Howes, S. Kagan, Noreen Yazejian. Child Development, 2001

1,248 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/258254677fa92689db09563f03677e67017d16cb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Sociology and Political Science

Citations in the corpus

Does prekindergarten improve school preparation and performance? Economics of Education Review, , . (2007, neutral): “Although high-quality care is associated with lower levels of problem behavior (Peisner-Feinberg et al., 2001), some features of some prekindergartens, such as teacher directed basic skill instruction, may result in less positive social climates and more behavior problems.”
Modeling the impacts of child care quality on children's preschool cognitive development. (2003, background): “…range of quality than did the NICHD study, reported an effect size for a 9-month increment in child care quality of approximately .20 on a measure of language and math skills at entry to kindergarten in a sample of more than 700 predominantly middleclass children (Peisner-Feinberg et al., 2001).”
Are there long-term effects of early child care? (2007, background): “Some have highlighted potentially beneficial consequences of early child care, especially of high-quality care, on social functioning (e.g., Howes, 1988; Peisner-Feinberg & Burchinal, 1997; Vandell, Henderson, & Wilson, 1988), as well as on cognitive-linguistic development or academic achievement ”
Social Relationships and School Readiness (2006, background): “…Burchinal, 1997; Phillips, McCartney, & Scarr, 1987); the effects may persist in to the later grades (NICHD Early Child Care Research Network, 2002; Peisner-Feinberg et al., 2001), and the positive effects of high quality experiences may be stronger among children who experience social and…”
An Analytic Study of the Professional Development Research in Early Childhood Education (2015, background): “…examinations of the ECE literature generally examined PD as only a correlate or indirect variable in studies of overall quality of care for young children (e.g., Early et al., 2007; Peisner-Feinberg et al., 2001; Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000; Vu, Jeon, & Howes, 2008).”
Improving the Quality Of Infant—Toddler Care Through Professional Development (2005, methodology): “The scales have been used in a number of large national and state studies to quantify, compare, and describe childcare quality in infant–toddler rooms (Briefs, 1997; Bryant et al., 2003; Peisner-Feinberg et al., 2001).”