Deborah L Vandell
Dados Biográficos
| ID | 4060356 |
|---|---|
| NOME | Deborah L Vandell |
| PRENOMES | Deborah L |
| SOBRENOME | Vandell |
| ASSINATURA | VANDELL D L |
| AFILIAÇÕES | University of California, Irvine |
| ORCID | 0000-0003-2373-9783 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 72 |
| TOTAL DE CITAÇÕES | 471 |
| TOTAL COMO AUTOR | 72 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 14 |
Classroom experiences of multilingual learners and English-only students in preschool through third grade
This study examined differences in literacy skills and classroom learning opportunities among multilingual learners (MLs) and English-only (EO) students from Preschool through third grade. While prior research highlights reading skill gaps between these groups, fewer studies have simultaneously explored the reading skills and classroom literacy learning opportunities of ML and EO students. Participants included 1009 students (411 MLs, 598 EOs) fr…
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…
Developmental Timing of Educational Opportunities for Children in Low-Income Households
Extending findings from a 26-year longitudinal study of educational opportunity, we examine whether opportunities are related to the educational attainment and earnings of children from lower-income households ( n = 226) as a function of when in a child’s development they occur. We compare the predictive power of opportunities accrued within three key developmental stages—early childhood, middle childhood, or adolescence—with the combined power o…
Organized After-School Activity and Adolescents’ Ethnic-Racial Identity
Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic l…
Patterns of afterschool settings
This quantitative study examines patterns of participation in different afterschool settings over a 2-year period among ethnically diverse, low-income children and early adolescents (N = 2,914; 53% female; 66% Latine, 10% Black; Mchildren's age = 8.7 years, Mearly adolescents' age = 11.7 years). Four reliable patterns were found: (a) afterschool programs plus extracurricular activities, (b) afterschool programs plus extracurricular activities and…
Testing the structure–process–outcome model across different early care and education policy contexts
Regulations and policy in early care and education (ECE) is based largely on the idea that structural elements of ECE, such as child-adult ratio, predict teacher-child interactions that then predict child developmental outcomes. This structure-process-outcome model was initially proposed when many states had minimal ECE quality standards. Our study tested the structure-process-outcome model using four large early childhood data sets that were col…
A longitudinal study of prosocial behaviors predicting later academic performance in US Latine early adolescents
INTRODUCTION: Scholars have asserted and provided evidence on the developmental benefits of prosocial behaviors on later academic performance and well-being. However, research directly examining these links in US Latine early adolescents and work that explains the positive link between prosocial behaviors and academic outcomes is scarce. The present study investigated whether social skills and self-efficacy mediate the positive relations between …
Promoting classroom quality through professional development
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…
A Prospective Study of Maternal Supportiveness among ADHD and non-ADHD Children and Adolescents
Identifying the Onset and Magnitude of Prediction From Early Cognitive Skills to Adult Socioeconomic Outcomes
The goal of this study was to identify the onset and magnitude of prediction of early cognition to adult socioeconomic outcomes. Specifically, we were interested in examining which cognitive skills measured at 15, 24, 36, and 54 months predict educational attainment and salary at age 26. Data (N = 1364, 52% male) included a diverse sample (76% White; 13% Black; 6% Hispanic; 5% other; 21% had incomes no greater than 200% of the poverty level). Res…
School entry skills and young adult outcomes
Associations between school characteristics and learning gains for pre-K attenders and non-attenders
Delay of gratification and adult outcomes
This study extends the analytic approach conducted by Watts et al. (2018) to examine the long-term predictive validity of delay of gratification. Participants (n = 702; 83% White, 46% male) completed the Marshmallow Test at 54 months (1995–1996) and survey measures at age 26 (2017–2018). Using a preregistered analysis, Marshmallow Test performance was not strongly predictive of adult achievement, health, or behavior. Although modest bivariate ass…
Keeping It Together
Though theoretical accounts describe self-regulation as dynamic, empirical studies typically rely on static measures that fail to capture changes in self-regulation from day to day or moment to moment. As a result, little is known about how or why children’s self-regulation may vary within-person, despite clear relevance for educators. In this paper, we capitalized on repeated observations from wearable devices to test the idea that daily increas…
Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement
Guided by the ecological model of civic development, this study examined the extent to which the growth in children’s self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child Care and Youth Development. Children’s self-control at 3rd grade and growth in self-control from 3rd to…
Developmental changes in youth’s unsupervised time across middle childhood and early adolescence
Mathematics in U.S. Preschool and Kindergarten Classrooms
Accumulation of Opportunities Predicts the Educational Attainment and Adulthood Earnings of Children Born Into Low- Versus Higher-Income Households
Scholars theorize that “opportunity gaps” drive achievement disparities between children born into poverty versus affluence. In a 26-year longitudinal study ( N = 814), we examine (a) economic disparity in children’s accumulation of opportunities—from birth through high school—at home, childcare, school, afterschool, and in the neighborhood; (b) the extent to which opportunity is linked with educational attainment and earnings in early adulthood;…
Longitudinal associations between adolescent out‐of‐school time and adult substance use
INTRODUCTION: Based on Bronfenbrenner's bioecological theory and Bornstein's specificity principle, the purpose of this study was to examine adolescents' time in out-of-school settings as a precursor of three types of problematic substance use in adulthood (i.e., binge drinking, regular marijuana use, and use of illicit drugs). METHOD: Adolescents (N = 978) reported the time they spent in four common out-of-school settings at ages 15 and 18: unsu…
Child care and family processes
The current study examined whether within-family changes in child care quality and quantity predicted subsequent changes in home environment quality and maternal depression across early childhood (6 to 54 months of age). Data were drawn from the NICHD Study of Early Child Care and Youth Development (n = 1239; 77% White; 48% female; data collection from 1991 to 1996), and were analyzed using Random Intercept Cross-Lagged Panel Models. Within-famil…
The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of ch…
Participation and enjoyment in Out‐of‐School activities during adolescence as predictors of activities in adulthood
This study examined associations between adolescents' participation in out-of-school activities and their participation in activities at age 26 (N = 1041, 50% girls, 77% White). More frequent adolescent participation in sports, arts, volunteer/community service, and religious activities increased the odds of participating in the same type of activity at age 26. Adolescents' enjoyment of activities partially explained the developmental continuity …
Predicting adolescent and young adult outcomes from emotional support and cognitive stimulation offered by preschool-age home and early care and education settings
Children's early environmental experiences are often considered highly influential for later life development. Yet, environmental contexts, such as the home and early care and education (ECE) setting, and multiple aspects of each setting, are not typically examined concurrently. In this study, we examined associations between cognitive stimulation and emotional support in the home and ECE setting during the preschool years (36-54 months) with ado…
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineerin…
Early cumulative risk and outcomes in adolescence and adulthood
This study examined the extent to which early cumulative risk predicts a range of behavioral and psychological outcomes (i.e., depression, future orientation, risky behavior, educational attainment, and socioeconomic outcomes) measured at ages 15 and 26 and whether executive function (EF) and/or behavioral regulation mediated and/or moderated these associations. Data for this study came from the National Institute of Child Health and Human Develo…
Characteristics of infant child care
After-school activities and the development of low-income urban children
Preschool center care quality effects on academic achievement
Much of child care research has focused on the effects of the quality of care in early childhood settings on children's school readiness skills. Although researchers increased the statistical rigor of their approaches over the past 15 years, researchers' ability to draw causal inferences has been limited because the studies are based on nonexperimental designs. The purpose of the present study was to demonstrate how an instrumental variables appr…
Parents, peer groups, and other socializing influences
Three propositions that are central to J. R. Harris's group socialization theory (1995, 1998) are considered in this review. These propositions are as follows: (a) Parental behaviors have no long-term effects on children's psychological characteristics, (b) peer groups are the primary environmental influence on psychological functioning, and (c) dyadic relationships are situation-specific and do not generalize. The evidence that J. R. Harris has …
Variations in Child Care by Grandparents During the First Three Years
Routine child care by grandparents was examined for 1,229 children who were participants in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Four groups were identified: extended full‐time care, extended part‐time care, sporadic care, and no routine care during the first three years. The odds of sporadic child care by grandparents were higher when mothers were relatively young and worked nonstandard …
Early child care and adolescent functioning at the end of high school
Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and f…
Timing of high-quality child care and cognitive, language, and preacademic development
The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child care quality during the 2 developmental periods. Findings indicated that cognitive, language, and pr…
Harsh, Firm, and Permissive Parenting in Low-Income Families
Parents' (primarily mothers) reports of their child-rearing expectations and intentions were measured for 184 low-income urban families when children were in the third and fifth grades. Reports of harsh, firm, and permissive parenting strategies were stable over time. Associations between concurrent parenting strategies and children's adjustment also were evident. Endorsements of harsh parenting strategies were associated with teachers reporting …
Do regulable features of child-care homes affect children’s development
Effects of a playgroup experience on mother–son and father–son interaction
Specific Features of After‐School Program Quality
This longitudinal study examined associations between three after‐school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants ( n = 120 in Grade 2, n = 91 in Grade 3) attended after‐school programs more than 4 days per week, on average. Controlling for c…
Engagement in after-school program activities
Variations in early child care
After-School Child Care Programs
When the public, elected officials, and child advocates focus on the risks and opportunities inherent in after-school hours, discussions quickly hone in on the benefits that after-school programs might offer. This article points out, however, that parents and children consider a wide variety of options for the after-school hours. Children may be with a parent or relative, they may go to lessons or play sports, they may spend time alone or with fr…
Preschool executive function and adult outcomes
The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the National Institute of Child Health and Human Development study of Early Child Care and Youth Development…
"Child-Care Usage and Mother-Infant "Quality Time
Mothers' time-use patterns were compared in families in which infants spent more than 30 hours per week in child care (In-Care group; n= 143) versus 0 hours per week (At-Home group; n= 183) from birth to 6 months of age. In-Care group mothers spent about 12 fewer hours per week interacting with their infants, for about 32% less time; fathers of these infants were more involved in caregiving. The groups did not differ in the quality of mother-infa…
Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth development
Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during adolescence accentuated the association between child care quality and adolescent academic-cognitive skill…
Children’s developing work habits from middle childhood to early adolescence
Children's work habits at school include being a hard worker, turning in work on time, following classroom rules, and putting forward one's best effort. Models on youth character, noncognitive skills, and social-emotional learning suggest that self-management skills like work habits are critical for individuals' subsequent academic success. Using data from 1,124 children in the NICHD Study of Early Childcare and Youth Development (49% female; 77%…
Derivation and prediction of temperamental types among preschoolers
The number and nature of temperamental types in 488 children aged 3 years 6 months was examined on the basis of a broad set of temperamental characteristics, including positive and negative emotionality and the attentional and behavioral control domains. Configural frequency analysis methods showed clear support for two temperament types: controlled-nonexpressive and noncontrolled-expressive. These types showed meaningful differences against exte…
Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (Olos)
Children of the National Longitudinal Survey of Youth
After-school care was examined for 390 3rd through 5th graders who were part of the National Longitudinal Survey of Youth
The development of cooperation and self-control in middle childhood
Developmental theories and previous research have emphasized the significance of cooperation and self-control in middle childhood. The present study extends previous research by examining (a) the growth of cooperation and self-control as well as the relations between them in middle childhood (third to sixth grade) and (b) the extent to which mothers' and fathers' parenting during early childhood (54 months and first grade) was associated with chi…
Parenting, temperament, and attachment security as antecedents of political orientation
This article examines early childhood antecedents of adults' political orientation. Using longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, we investigate associations between parenting beliefs and behaviors, child temperament, and attachment security during early childhood in relation to adult political ideology and party affiliation at age 26 years ( N = 1,364). …
Additive and synergistic relations of early mother–child and caregiver–child interactions for predicting later achievement
This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with caregivers were linked to higher mathematics achievement in childhood and adolescence. More stimulating-r…
Accumulation of Opportunities Predicts the Educational Attainment and Adulthood Earnings of Children Born Into Low- Versus Higher-Income Households
Scholars theorize that “opportunity gaps” drive achievement disparities between children born into poverty versus affluence. In a 26-year longitudinal study ( N = 814), we examine (a) economic disparity in children’s accumulation of opportunities—from birth through high school—at home, childcare, school, afterschool, and in the neighborhood; (b) the extent to which opportunity is linked with educational attainment and earnings in early adulthood;…
Effects of a playgroup experience on mother–son and father–son interaction
Effects of a playgroup experience on mother-son and father-son interaction
Sociability with peer and mother during the first year
Birth-order and social-experience differences in infant-peer interaction
Birth-order and social-experience differences in infant–peer interaction
Day care quality and children's free play activities
Social and nonsocial behavior of white, middle-class preschoolers in high, moderate, and low quality day care centers were contrasted. Children in high quality centers were more likely to interact positively with adults, while children in lower quality programs were more likely to engage in solitary play and aimless wandering
Variations in early child care
Children of the National Longitudinal Survey of Youth
After-school care was examined for 390 3rd through 5th graders who were part of the National Longitudinal Survey of Youth
Belsky and Eggebeen's Analysis of the NLSY
Low-Income Children's After-School Care
Characteristics of infant child care
Perceptions of danger
Associations between neighborhood characteristics and adjustment of 168 urban fifth-grade children were explored. High neighborhood risk was associated with parent and teacher reports of child misconduct, and with parent and child reports of child psychological distress, while child and parent perceptions of neighborhood dangers appeared to mediate these associations. Specific neighborhood aspects were also related to child adjustment: higher vio…
Harsh, Firm, and Permissive Parenting in Low-Income Families
Parents' (primarily mothers) reports of their child-rearing expectations and intentions were measured for 184 low-income urban families when children were in the third and fifth grades. Reports of harsh, firm, and permissive parenting strategies were stable over time. Associations between concurrent parenting strategies and children's adjustment also were evident. Endorsements of harsh parenting strategies were associated with teachers reporting …
After-School Child Care Programs
When the public, elected officials, and child advocates focus on the risks and opportunities inherent in after-school hours, discussions quickly hone in on the benefits that after-school programs might offer. This article points out, however, that parents and children consider a wide variety of options for the after-school hours. Children may be with a parent or relative, they may go to lessons or play sports, they may spend time alone or with fr…
Derivation and prediction of temperamental types among preschoolers
The number and nature of temperamental types in 488 children aged 3 years 6 months was examined on the basis of a broad set of temperamental characteristics, including positive and negative emotionality and the attentional and behavioral control domains. Configural frequency analysis methods showed clear support for two temperament types: controlled-nonexpressive and noncontrolled-expressive. These types showed meaningful differences against exte…
After-school activities and the development of low-income urban children
Parents, peer groups, and other socializing influences
Three propositions that are central to J. R. Harris's group socialization theory (1995, 1998) are considered in this review. These propositions are as follows: (a) Parental behaviors have no long-term effects on children's psychological characteristics, (b) peer groups are the primary environmental influence on psychological functioning, and (c) dyadic relationships are situation-specific and do not generalize. The evidence that J. R. Harris has …
Do regulable features of child-care homes affect children’s development
"Child-Care Usage and Mother-Infant "Quality Time
Mothers' time-use patterns were compared in families in which infants spent more than 30 hours per week in child care (In-Care group; n= 143) versus 0 hours per week (At-Home group; n= 183) from birth to 6 months of age. In-Care group mothers spent about 12 fewer hours per week interacting with their infants, for about 32% less time; fathers of these infants were more involved in caregiving. The groups did not differ in the quality of mother-infa…
Variations in Child Care by Grandparents During the First Three Years
Routine child care by grandparents was examined for 1,229 children who were participants in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Four groups were identified: extended full‐time care, extended part‐time care, sporadic care, and no routine care during the first three years. The odds of sporadic child care by grandparents were higher when mothers were relatively young and worked nonstandard …
Are There Long-Term Effects of Early Child Care?
Effects of early child care on children's functioning from 41⁄2 years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabul…
Engagement in after-school program activities
Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development
Relations between nonrelative child care (birth to 41⁄2 years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive–academic achievement at age 15, with escalating positive effects at higher levels of quality. The association between quality and achievement wa…
Specific Features of After‐School Program Quality
This longitudinal study examined associations between three after‐school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants ( n = 120 in Grade 2, n = 91 in Grade 3) attended after‐school programs more than 4 days per week, on average. Controlling for c…
Preschool Center Quality and School Readiness
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarize…
Psychology (68 obras) · Developmental psychology (62 obras) · Early Childhood Education and Development (41 obras) · Medicine (37 obras) · Child and Adolescent Psychosocial and Emotional Development (28 obras) · Child development (19 obras) · Social Psychology (18 obras) · Youth Development and Social Support (17 obras) · Child care (16 obras) · Social Psychology (16 obras)