Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study

Description:

A longitudinal study of the effects of child care experiences on concurrent child outcomes, taking into account the quality of child care and the moderating influence of family and child characteristics.

Resource Type:

Reports & Papers

Author(s):

Peisner-Feinberg Ellen S.; Burchinal Margaret

Publisher(s):

Wayne State University Press

Funder(s):

USWEST Foundation; Pew Charitable Trusts; David & Lucile Packard Foundation; William T. Grant Foundation; Carnegie Corporation of New York; A. L. Mailman Family Foundation; JFM Foundation

Country:

United States

State(s):

California; Colorado; Connecticut; North Carolina

Date Issued:

1997

Source:

Merrill-Palmer Quarterly, 43(3), 451-477

Journal Title:

Merrill-Palmer Quarterly

Volume Number:

Issue Number:

Page Range:

451-477

Topics:

11. Child Care & Early Education Quality

1. Children & Child Development > 1.2. Child Development & School Readiness

ISSN:

1535-0266

Online

0272-930X

Paper

Unit of Analysis:

Individual (child)

Universe:

Children eligible to enter kindergarten in 1994, from primarily English-speaking homes, and expected to remain in same child care setting during the following year, belonging to any of the 177 of observed preschool classrooms in the Cost, Quality, and Outcomes Study.

Peer Reviewed:

Yes

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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