From Neurons to Neighborhoods: The Science of Early Childhood Development

By Geri Fox, Christopher R. Thomas. 2002

637 citations recorded by the source corpus.

Subfields: Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/fa9f242409c7aadf3b87d84a877c72f71a6f05ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children: Description and Prediction to First-Grade Achievement (2005, background): “…is confirmed by numerous studies indicating that disruptive or externalizing problem behavior in the preschool years is a robust and consistent predictor of adjustment and learning in elementary classrooms (e.g., Broidy et al., 2003; Rimm-Kaufman, Pianta, & Cox, 2000; Shonkoff & Phillips, 2000).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “…classroom contexts, a child with strong observed behavioral self-regulation is likely to (a) show active engagement and focus during learning tasks (Shonkoff & Phillips, 2000), (b) maintain and switch attention during classroom activities while ignoring distractions (Rothbart & Posner, 2005;…”
Work–family conflict, psychological availability, and child emotion regulation: Spillover and crossover in dual‐earner families (2017, background): “Early childhood is a critical period for the development of ER skills, which can be fostered by positive parenting (Shonkoff & Phillips, 2000; Thompson, 2014).”
Differential effects of high‐quality child care (2002, background): “Accumulating evidence that children’s early experiences can have lasting effects on subsequent development (Shonkoff and Phillips, 2000) highlights the importance of making child care available that is of sufficient quality to prepare children for future academic growth.”
Beyond the Methodological Gold Standards of Behavioral Research: Considerations for Practice and Policy (2004, background): “Studies of program “dosage” which can offer at least some guidance to policy makers about the amount and intensity of services that are needed to produce an effect, are few and far between in the early childhood arena (Shonkoff & Phillips, 2000).”
Economic, neurobiological, and behavioral perspectives on building America’s future workforce (2006, background): “Behavioral research confirms that the early years are foundational for a full range of human competencies and are a period of heightened sensitivity to the effects of both positive and negative experiences (3, 8).”