Relating quality of center-based child care to early cognitive and language development longitudinally.

By Margaret R. Burchinal, J. Roberts, Rhodus Riggins, Susan A. Zeisel, E. Neebe, D. Bryant. Child Development, 2000

621 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5cc76e0f7351be73476ecae48e5721b7432bfba6

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Citations in the corpus

Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “In longitudinal studies, relations are less evident when findings rely on a single assessment of quality (e.g. DeaterDeckard et al., 1996) than when relying on multiple assessments of quality (Burchinal et al., 2000).”
A Framework for Examining Book Reading in Early Childhood Classrooms. CIERA Report. (2002, background): “While there has been considerable research into the impact of early childhood programs on children’s development (e.g., Barnett, 2001; Burchinal et al., 2000), relatively little attention has been focused on language and literacy; hence we have only a limited understanding of how to conceptualize…”
Child Care Quality: Does It Matter and Does It Need To Be Improved?. (2000, background): “Longer-term findings obtained from the Otitis Media Study (Burchinal et al., 2000) are consistent with those reported in the NICHD study.”
Capturing Quality in Early Childhood through Environmental Rating Scales (2006, background): “In longitudinal studies, relations are less evident when findings rely on a single assessment of quality (e.g., Deater-Deckhart, Pinkerton, & Scarr, 1996) than when relying on multiple assessments of quality (Burchinal et al., 2000).”
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006, methodology): “Indeed, previous work indicates that high quality child care was one of the strongest predictors of children’s language skills during early childhood in this sample (Burchinal et al., 2000) and, over time, of lower levels of behavior problems in this study.”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “Previous research has indicated that group size and teacher–child ratio are significant predictors of the level of quality in toddler classrooms (eg, Burchinal et al, 2000 ; Howes, Phillips, & Whitebrook, 1992 ; NICHD ECCRN, 2000; Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000 ).”
Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care (2002, background): “75 for cognitive and language outcomes among predominantly lowincome African-American children (Burchinal et al., 2000); d = .”
Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? (2005, methodology): “…classroom, and teacher predictors of quality in child care (e.g., Burchinal, Cryer, Clifford, & Howes, 2002; Burchinal, Howes, & Kontos, 2002; Burchinal et al., 2000; NICHD ECCRN, 1999, 2002b), Head Start (e.g., Head Start Quality Research Consortium [HSQRC], 2003), and in early elementary…”
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs. (2007, background): “Exposure to highquality care appears especially important for at-risk children’s later school success (Burchinal et al., 2000; Campbell, Ramey, Pungello, Sparling, & Miller- r 2007 by the Society for Research in Child Development, Inc.”
E. Regression Discontinuity Design: An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs (2008, result): “Similar findings have been reported in studies with samples of minority and/or low-income families (Burchinal et al., 2000; Loeb, Fuller, Kagan, & Carrol, 2004), including when socioemotional adjustment is the dependent variable rather than cognitive achievement (VotrubaDrzal, Coley, & Chase-Lansdal”
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “…results showing that positive teacher–child interactions and higher instructional quality are positively related to gains in children’s academic and social development (Araujo, Carnerio, Cruz-Aguayo, & Schady, 2014; Burchinal et al., 2000, 2008; Howes, Fuligni, Hong, Huang, & Lara-Cinisomo, 2013).”
Assessing Quality in Early Childhood Education and Care (2013, background): “The process aspects of quality are concerned with the nature of adult-child interactions and the activities and learning opportunities available to children (Britto, Yoshikawa and Boller, 2011; Burchinal et al., 2000; Phillipsen, Burchinal, Cryer, & Howes, 1997).”
Dimensions of pedagogical quality in preschool (2007, background): “…childhood education can significantly benefit children’s learning, academic achievements, self-esteem and attitudes towards lifelong learning (Schweinhart et al., 1993; Sylva, 1994; PeisnerFeinberg & Burchinal, 1997; NICHD, 1998, 2002; Burchinal et al., 2000; US Department of Education, 2000).”