Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity

By Margaret R. Burchinal, Ellen Peisner-Feinberg, D. Bryant, R. Clifford. 2000

301 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/e2a037b3a4500420f6851ecfca7defcb53cccd87

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In Clinical Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “Thus, the evidence available from experimental trials as well as natural history studies quite clearly confirms that high-quality care and early education experiences in the preschool years promotes school readiness, with suggestions that gains are larger for children living in higher risk circumsta”
Mothers' search for infant child care: the dynamic relationship between availability and desirability in a continental European welfare state (2008, background): “…beneficial effects of child care on children from immigrant and poor families is a growing research topic (Brandon, 2004; Burchinal & Cryer, 2003; Burchinal et al., 2000; Montes, Hightower, Brugger, & Moustafa, 2005; Shlay, Tran, Weinraub, & Harmon, 2005; Vandell, 2002; Weinraub, Shlay, Harmon,…”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “, 2001) and that more experience with higher quality leads to better student academic outcomes (Burchinal et al., 2000).”
An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten (2007, background): “Pre-kindergarten is thought to provide the opportunity to have more focused learning experiences in language and literacy areas (e.g., Burchinal, Peisner-Feingberg, Bryant, & Clifford, 2000 ).”
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. (2008, background): “These levels of agreement are consistent with the use of the ECERS – R in other studies (e.g., Burchinal, Cryer, & Clifford, 2002; Burchinal et al., 2000; Peisner-Feinberg et al., 1999, 2001).”