The goal of the research reported in this article was to examine the process of forming attachment to caregivers in children new to childcare. We examined child and adult behaviors and the adult's perception of the child at entry, and the ethnic/racial match between the child and caregiver as predictors of attachment relationship quality measured…

Identified teacher and program practices in child care programs serving low-income children and families of color, and examined associations among practices, quality, and observed child behaviors. Identified four meaningful groups of practices. Found that children's competent peer behavior and participation in learning activities could be…

Examined the relationship between variation in 840 children's cognitive activities and child-care quality, interaction with teachers, and children's play activities and attachment security with their child-care teachers. In 7 of the 8 subsamples, 15 to 30% of the variability in cognitive activities could be predicted from positive social…

Observed provider behavior, children's activities, and child care environment for correlations concerning the effect of ethnicity and income on children's experiences. Found that the majority of very low income children were in child care of inadequate quality. Latino preferences for relative care versus child care were supported. No interaction…

Examined quality of children's relationships over time. Found that 9-year-olds' perceptions of teacher-student relationships were associated with teachers' ratings and were predicted by the quality of relationships with first teachers. Perceptions of mother-child relationships were consistent with earlier attachment security. Perceptions of…

Examined cognitive and socioemotional development of 733 children from age 4 until age 8 as a function of quality of their preschool experiences. Found evidence that care quality has a modest long-term effect on cognitive and socioemotional development at least through kindergarten. Classroom practices related to language and academic skills. The…

Observed the social behavior of 27 preschoolers in the in parent-cooperative preschools. Found that when, their parents were working in the preschool, children engaged in less high-level peer play, initiated play with peers less often and expressed more negative emotion and spent much less time in proximity to adults than when their parents were…

This report, the second in the National Center for Early Development & Learning's (NCEDL) "Spotlight" series, is based on a summary of longitudinal results through kindergarten from the "Cost, Quality and Outcomes Study" by NCEDL. The study involved child care centers in four states and was conducted from 1993 to 1996.…

Examined pathways to effective teaching among African-American and Latino early childhood teachers serving low-income children. Found that after controlling for formal education, responsive involvement in the field could be predicted by a teacher's staying in the field for the community, being mentored, and being supervised. Engaging in language…

This longitudinal study examined quality indicators in child care centers in three California communities in 1994, 1996, and 2000. Data were collected by means of interviews with teachers and directors and from classroom observations. Data collection in 1994 and 1996 focused on centers seeking NAEYC accreditation; the 2000 sample of 75 centers…

Toddlers' play with care-giving adults, and with toys and peers, was observed and rated in family day care homes. Participants were 55 children, their mothers, and family day care home providers. The quality of the family day care home was assessed. Mothers reported information on family stress, social support, child-rearing attitudes, and…

Since a substantial majority of preschoolers participate in some form of child care before coming to school, the Cost, Quality, and Child Outcomes in Child Care Centers Study (CQO) was designed to examine the influence of typical center-based child care on children's development during their preschool years and as they move into formal elementary…