Early Child Care: The Known and the Unknown

By D. Vandell. 2004

215 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8702ef8bd9af0633ac76a288327bb82ee9302b8f

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Citations in the corpus

Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development (2010, unknown): “A relatively consistent finding across 40 years of child-care research is that quality and type of care are related to cognitive, academic, and language functioning in young children (Belsky & Steinberg, 1978; Lamb & Ahnert, 2006; Vandell, 2004).”
Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R (2014, background): “Classroom quality is commonly conceptualized in terms of environmental features of classrooms, such as materials, the curriculum, and teacher education and training, and process features, which include the daily interactions that take place in classrooms (Phillips, Mekos, Scarr, McCartney, & Abbott-”
Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “In a comprehensive literature review, Vandell (2004) concluded that findings are more conclusive when child care quality and child outcomes are related concurrently (e.g. Loeb et al., 2004; Love et al., 2003), rather than longitudinally (see Committee on Family and Work Policies, 2003).”
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, background): “Most of the literature has examined linear associations, yielding findings that higher quality is better and lower quality is worse (Vandell, 2004), but identification of thresholds in the association between quality and child outcomes has been a goal of researchers and policy makers for several…”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “The evidence available from this work suggests that the quality of care and early education, not simply whether the child attends a program, is the more important predictor of child outcomes (Vandell, 2004).”
Early Childhood Assessment: Why, What, and How (2008, background): “, 2001; Vandell, 2004) and a somewhat consistent predictor of social skill (NICHD Early Child Care Research Network, 2006; Peisner-Feinberg et al., 2001; Vandell, 2004).”
Neighborhood Characteristics, and Child Care Type and Quality (2008, background): “Much is known about which families tend to use child care and the types of care they tend to choose (for complete review, see Pungello & Kurtz-Costes, 1999; Vandell, 2004), but much less is known about the extent to which community characteristics relate to the selection of child care.”
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006, background): “Child care quality is also a modest but consistent predictor of cognitive and language skills and, less consistently, of social skills (Vandell, 2004).”
Educational effects of the Tools of the Mind curriculum: A randomized trial (2008, background): “Concerns regarding social and emotional development have been intensified by studies finding an association between participation in early child care and children’s behavior problems (Belsky et al., 2007; Vandell, 2004).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “However, children living in poverty tend to be disadvantaged in terms of socialization, which may result in long-term developmental deficits (Barnett et al., 2008; Belsky et al., 2007; Vandell, 2004).”
Capturing Quality in Early Childhood through Environmental Rating Scales (2006, background): “In a recent comprehensive literature review, Vandell (2004) concluded that findings are more conclusive when child care quality and child outcomes are related concurrently (e.g., Loeb, Fuller, Kagan, & Carrol, 2004; Love et al., 2003), rather than longitudinally (see Committee on Family and Work…”