What Children Need

By Jane Waldfogel. 2010

253 citations recorded by the source corpus.

1. Introduction 2. Children and Parents 3. Infants and Toddlers 4. Preschoolers 5. School-age Children 6. Adolescents 7. Where Do We Go from Here? Notes References Acknowledgements Index

View Paper: https://www.semanticscholar.org/paper/45b92787c9bd5b94d552602560abb6198ab1e722

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Citations in the corpus

Cognitive and Noncognitive Peer Effects in Early Education (2008, unknown): “A large body of research focusing on general preschool programs (reviewed in Smolensky & Gootman, 2003, and Waldfogel, 2006) generally shows positive effects on cognitive outcomes, though they vary in magnitude across the types of program, but more mixed evidence on noncognitive outcomes, including…”
A re-examination of welfare states and inequality in rich nations: How in-kind transfers and indirect taxes change the story (2006, background): “There is also ample evidence that the returns to early childhood education are quite high (Currie, 2001; Heckman & Lochner, 2000: Karoly et al., 1996; Waldfogel, 2006).”
UK Work/Family Balance Policies and Gender Equality, 1997–2005 (2007, background): “…along lines that might be expected to provoke least resistance from employers, namely, lengthened maternity leave and flexible working; and third, increased attention to the English-speaking literature on child development, which favors one-to-one care during the first year (e.g., Waldfogel 2006).”
Parental leave regulations and the persistence of the male breadwinner model: Using fuzzy-set ideal type analysis to assess gender equality in an enlarged Europe (2012, background): “…negative consequences on individuals’ employment perspectives (Albrecht et al., 1999; Galtry and Callister, 2005; Evertsson and Duvander, 2011) and child well-being (Kamerman, 2006; Waldfogel, 2006; UNICEF, 2008), the crossover point is set at 78 weeks per family.6 Monetary value of family care.”
A Matter of Time: Father Involvement and Child Cognitive Outcomes (2018, background): “More important, when these activities are undertaken with an engaged adult and more specifically a parent, they provide opportunities for the child to improve his or her reasoning, analysis and problem-solving skills through parental role modeling, direct instruction, and language exchanges (Lareau,”