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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 2 of 2 1 Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes. Bratsch-Hines, Mary E; Carr, Robert; Zgourou, Eleni; Vernon-Feagans, Lynne; Willoughby, Michael. - : Wiley, 2021 Abstract: This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills. Keyword: Academic Success; Adult; Caregivers; Child; Child Care; Child Development; Educational Status; Family; Female; Humans; Infant; Language Development; Longitudinal Studies; Male; Parent-Child Relations; Preschool; Professional-Patient Relations; Quality of Health Care; Social Skills; Time Factors; United States; Young Adult URL: https://hdl.handle.net/10161/23712 BASE Hide details 2 Caregiver-Child Verbal Interactions in Child Care: A Buffer against Poor Language Outcomes when Maternal Language Input is Less Vernon-Feagans, Lynne; Bratsch-Hines, Mary E.. - 2013 BASE Show details

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