From Neurons to Neighborhoods: The Science of Early Childhood Development

By J. Shonkoff, D. Phillips. 2000

5,496 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4be2e5337193c41e8671871abe6b2ba7aab51c7a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school (2006, background): “Moreover, a recommendation from the Committee on Integrating the Science of Early Childhood Development called for promoting aspects of young children’s self-regulation and social competence, such as self-direction, persistence, cooperation and motivation (Shonkoff & Phillips, 2000).”
Teasing apart the child care conundrum: A factorial survey analysis of perceptions of child care quality, fair market price and willingness to pay by low-income, African American parents (2005, background): “The quality of care that children receive has been linked to a number of child outcomes, including cognitive and language development, pro-social behavior and skills, academic achievement, and socio-emotional development (Barnett, 1995; Burchinal, Roberts, Nabors, & Bryant, 1996; Feagans, Fendt, & F”
Socioeconomic status and child development. (2002, background): “Stress Reactions Researchers have consistently argued that stress accounts for much of the difference in outcomes between low-SES and high-SES children (Adler et al. 1999, Bradley & Whiteside-Mansell 1997, McLoyd 1998, Shonkoff & Phillips 2000).”
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005, background): “Reviews of effective teaching practices in early education (Bowman et al., 2000; Howes, James, & Ritchie, 2003; Shonkoff & Phillips, 2000) and empirical reports demonstrating links between child care teachers’ practices and child outcomes (Howes, 1997; NICHD ECCRN, 2002a) suggest that, in contrast…”
Fathers’ time investments in children: do sons get more? (2011, background): “The observability of fathers’ individual time with younger children is also important because parents spend more time with younger children (Yeung et al. 2001), and investments in children at younger ages are thought to be particularly important to children’s development ( Shonkoff and Phillips 2000”
Less is more: meta-analyses of sensitivity and attachment interventions in early childhood. (2003, background): “Although the scientific evidence for a critical period of neurological maturation has been rather shallow (Fox, Leavitt, & Warhol, 1999; Shonkoff & Phillips, 2001), it has attracted important human and financial resources to the field of early preventive interventions.”
Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011, background): “Practices associated with the first-level emanate from a substantial body of empirical evidence that suggests nurturing and responsive relationships are pivotal to young children’s development and learning (Bowman, Donovan, & Burns, 2001; Shonkoff & Phillips, 2000).”
Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment (2008, background): “Research shows that such experiences result in greater school readiness upon entry into kindergarten (Bowman, Donovan, & Burns, 2001; National Center for Education Statistics, 2002; Shonkoff & Phillips, 2000).”