Early child care and adolescent functioning at the end of high school
Results from the NICHD Study of Early Child Care and Youth Development
Dados Bibliográficos
| ID | 9788950 |
|---|---|
| Autores | Deborah L Vandell (0000-0003-2373-9783, University of California, Irvine, autor correspondente), Margaret Burchinal (0000-0002-3606-7843, University of North Carolina at Chapel Hill), Kim M Pierce (University of California, Irvine) |
| Ano | 2016 |
| Volume | 52 |
| Fascículo | 10 |
| Páginas | 1634-1645 |
| Data de publicação | 2016-10-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Developmental Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000169 |
| PMID | 27690496 |
| OpenAlex | W2527863136 |
| Idioma | EN |
| Citações recebidas | 46 |
| Referências citadas | 25 |
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 for females to less risk taking and greater impulse control. Higher quality child care predicted higher academic grades and admission to more selective colleges. Fewer hours in child care was related to admission to more selective colleges. These findings suggest long-term benefits of higher quality child care, center-type care, and lower child-care hours for measures of academic standing at the EOHS. (PsycINFO Database Record
Academic achievement · Child care · Child development · Day care · Developmental psychology · Foster care · Longitudinal study · MEDLINE · PsycINFO · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Medicine · Nursing · Psychology · Youth Substance Use and School Attendance · Pediatrics
Day Care
Teacher-student relationships across the first seven years of education and adolescent outcomes
Using the thin slices technique to assess interactional quality in early childhood education and care settings
Developing 21st century skills in early childhood
Socio-cultural disparities in the quality of children's interactions in preschools
Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings
Multiple Determinants of Interaction Quality among Childcare Providers
Center-Based Child Care and Differential Improvements in the Child Development Outcomes of Disadvantaged Children
Pathways to Early Academic Achievement
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
Missing School, Missing Milestones
“I don't have much of a choice”
Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance in high school
Using moderated nonlinear factor models to adjust for differential item functioning in the Student-Teacher Relationship Scale from kindergarten to Grade 6
A good investment
Interparental Hostility Interacts with Interparental Cooperative Conflict to Predict Adolescent Social Competence Through Parent–Child Relationship Quality
Medium-term protective effects of quality early childhood education during the Covid-19 pandemic in Ghana
Adult outcomes of sustained high-quality early child care and education
Child care and family processes
Separated families’ use of formal and informal childcare across 12 European countries
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers
Socio-Emotional Outcomes of Child Care Participation
Child Care Instability and Children’s Developmental Outcomes
The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness
Ready or not? Teachers’ perceptions of young children’s school readiness
The selection of preschool for immigrant and native-born Latino families in the United States
Persistent inequalities in early years’ access and learning
Classroom chaos and program quality in early child care and education programs
Preschool quality and child development in China
Low-cost teacher-implemented intervention improves toddlers’ language and math skills
Center-based early care and education programs and quality indicators
Quality of infant child care and early infant development in Portuguese childcare centers
Cumulative classroom quality during pre-kindergarten and kindergarten and children’s language, literacy, and mathematics skills
Commentary
The role of elementary school quality in the persistence of preschool effects
Patterns and predictors of childcare subsidies for children with and without special needs
Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the Eden mother–child cohort study
Additive and synergistic relations of early mother–child and caregiver–child interactions for predicting later achievement
Early child care experiences and attachment representations at age 18 years
The (limited) contribution of early childcare arrangements to social and academic development among Canadian children
Variation in the long-term benefits of child care
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds
Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longitudinal Study
Who Cares if Parents have Unpredictable Work Schedules
Early Maternal Caregiving
Parental Work Schedules and Child-Care Arrangements in Low-Income Families
Developmental Trajectories of Externalizing Behaviors in Childhood and Adolescence
Benefits of early childhood interventions across the world
The Effects of Preschool Education
Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development
Are There Long-Term Effects of Early Child Care?
Referral, enrollment, and completion in developmental education sequences in community colleges
School-Based Early Childhood Education and Age-28 Well-Being
Multiple imputation for missing data in epidemiological and clinical research
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
A gradient of childhood self-control predicts health, wealth, and public safety
Distress and Restraint as Superordinate Dimensions of Self‐Reported Adjustment
Mechanisms of effects of an early intervention program on educational attainment
Beyond College for All
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
Adult outcomes as a function of an early childhood educational program
Testing a series of causal propositions relating time in child care to children’s externalizing behavior
Developmental Cascades
The Source of the River
Gender differences in scholastic achievement
The Growing Female Advantage in College Completion
Gender differences in risk taking
Investing in Preschool Programs
Multiple Imputation for Missing Data
Child Care and Development
| Obras citantes distintas | 46 |
|---|---|
| Citações por ano | 5,11 |
| Intervalo de citações | 2017 - 2026 (10) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 46 |