Skip to main content
Social Sci LibreTexts

1.7: References

  1. Last updated
  2. Save as PDF
  • Page ID
    138983

    • Todd LaMarr
    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    References

    1. Adolph, K. E., Cole, W. G., Komati, M., Garciaguirre, J. S., Badaly, D., Lingeman, J. M., Chan, G. & Sotsky, R. B. (2012). How do you learn to walk? Thousands of steps and dozens of falls per day. Psychological Science, 23(11), 1387-1394.
    2. Bai, Y., Ladd, H. F., Muschkin, C. G., & Dodge, K. A. (2020). Long-term effects of early childhood programs through eighth grade: Do the effects fade out or grow? Children and Youth Services Review, 104890.
    3. Bernier, A., Calkins, S. D., & Bell, M. A. (2016). Longitudinal associations between the quality of mother–infant interactions and brain development across infancy. Child Development, 87(4), 1159-1174.
    4. Bornstein, M. H., Putnick, D. L., Bohr, Y., Abdelmaseh, M., Lee, C. Y., & Esposito, G. (2020). Maternal sensitivity and language in infancy each promotes child core language skill in preschool. Early Childhood Research Quarterly, 51, 483-489.
    5. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Volume 1: Theoretical models of human development (6th ed., pp. 793-828). New York, NY: John Wiley.
    6. Carina, L. Ü. K. E., Leinweber, J., & Ritterfeld, U. (2019). Walking, pointing, talking–the predictive value of early walking and pointing behavior for later language skills. Journal of Child Language, 46(6), 1228-1237.
    7. Center on the Developing Child at Harvard University. (2007). A science-based framework for early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for vulnerable children. Cambridge, MA. Retrieved from http://www.developingchild.harvard.edu
    8. Copple, C., Bredekamp, S., Koralek, D., & Charner, K. (2013). Developmentally appropriate practice: Focus on infants and toddlers. Washington, DC: National Association for the Education of Young Children.
    9. Côté, S. M., Doyle, O., Petitclerc, A., & Timmins, L. (2013). Child care in infancy and cognitive performance until middle childhood in the millennium cohort study. Child Development, 84(4), 1191-1208.
    10. Davies, C., Hendry, A., Gibson, S. P., Gliga, T., McGillion, M., & Gonzalez‐Gomez, N. (2021). Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function. Infant and Child Development, e2241.
    11. Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. American Economic Journal: Applied Economics, 1(3), 111-34.
    12. Domond, P., Orri, M., Algan, Y., Findlay, L., Kohen, D., Vitaro, F., Tremblay, R. E. & Côté, S. M. (2020). Child care attendance and educational and economic outcomes in adulthood. Pediatrics.
    13. Early Head Start National Resource Center. (2012). School readiness goals for infants and toddlers in Head Start and Early Head Start Programs: Examples from the Early Head Start National Resource Center. Washington, DC: Zero To Three.
    14. Felfe, C., & Lalive, R. (2014). Does early child care help or hurt children's development? Journal of Public Economics, 59.
    15. Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248.
    16. Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42(1), 98.
    17. Fernald, L. C., Kariger, P., Hidrobo, M., & Gertler, P. J. (2012). Socioeconomic gradients in child development in very young children: Evidence from India, Indonesia, Peru, and Senegal. Proceedings of the National Academy of Sciences, 109(2), 17273-17280.
    18. Fisher, P. A., Barker, T. V., & Blaisdell, K. N. (2020). A glass half full and half empty: The state of the science in early childhood prevention and intervention research. Annual Review of Developmental Psychology, 2, 269-294.
    19. Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2021). Variability and consistency in early language learning: The Wordbank project. MIT Press.
    20. García-Sierra, A., Ramírez-Esparza, N., Wig, N., & Robertson, D. (2021). Language learning as a function of infant directed speech (IDS) in Spanish: Testing neural commitment using the positive-MMR. Brain and Language, 212, 104890.
    21. Geoffroy, M. C., Côté, S. M., Giguère, C. É., Dionne, G., Zelazo, P. D., Tremblay, R. E., Bolvin, M. & Séguin, J. R. (2010). Closing the gap in academic readiness and achievement: The role of early childcare. Journal of Child Psychology and Psychiatry, 51(12), 1359-1367.
    22. Gertler, P., Heckman, J., Pinto, R., Zanolini, A., Vermeersch, C., Walker, S., Chang, S. M. & Grantham-McGregor, S. (2014). Labor market returns to an early childhood stimulation intervention in Jamaica. Science, 344(6187), 998-1001.
    23. Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142(4).
    24. Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis‐LeMonda, C. S., & Hirsh‐Pasek, K. (2019). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90(3), 985-992.
    25. Gomajee, R., El-Khoury, F., Côté, S., van der Waerden, J., Pryor, L., & Melchior, M. (2018). Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the EDEN mother–child cohort study. Journal of Epidemiology and Community Health, 72(11), 1033-1043.
    26. Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. Science, 337(6102), 1623-1627.
    27. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Minds, brains, and how children learn. William Morrow & Co.
    28. Graf Estes, K., & Hurley, K. (2013). Infant‐directed prosody helps infants map sounds to meanings. Infancy, 18(5), 797-824.
    29. Hamadani, J. D., Tofail, F., Huda, S. N., Alam, D. S., Ridout, D. A., Attanasio, O., & Grantham-McGregor, S. M. (2014). Cognitive deficit and poverty in the first 5 years of childhood in Bangladesh. Pediatrics, 134(4), e1001-e1008.
    30. Hansen, K., & Hawkes, D. (2009). Early childcare and child development. Journal of Social Policy, 38(2), 211-239.
    31. Hanson, J. L., Chandra, A., Wolfe, B. L., & Pollak, S. D. (2011). Association between income and the hippocampus. PloS One, 6(5), e18712.
    32. Hanson, J. L., Hair, N., Shen, D. G., Shi, F., Gilmore, J. H., Wolfe, B. L., & Pollak, S. D. (2013). Family poverty affects the rate of human infant brain growth. PloS One, 8(12), e80954.
    33. He, M., Walle, E. A., & Campos, J. J. (2015). A cross‐national investigation of the relationship between infant walking and language development. Infancy, 20(3), 283-305.
    34. Holochwost, S. J., Gomes, L. A., Propper, C. B., Brown, E. D., & Iruka, I. U. (2021). Child care policy as an anti-poverty strategy: The need to address neurophysiological self-regulation. Policy Insights from the Behavioral and Brain Sciences, 8(2), 208-216.
    35. Jednoróg, K., Altarelli, I., Monzalvo, K., Fluss, J., Dubois, J., Billard, C., Dehaene-Lambertz, G. & Ramus, F. (2012). The influence of socioeconomic status on children’s brain structure. PLoS One, 7, e42486.
    36. Joo, Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H., & Ziol-Guest, K. M. (2020). What works in early childhood education programs?: A meta–analysis of preschool enhancement programs. Early Education and Development, 31(1), 1-26.
    37. Karasik, L. B., Adolph, K. E., Tamis-LeMonda, C. S., & Zuckerman, A. L. (2012). Carry on: Spontaneous object carrying in 13-month-old crawling and walking infants. Developmental Psychology, 48(2), 389.
    38. Keating, K., Daily, S., Cole, P., Murphey, D., Pina, G., Ryberg, R., Moron, L., & Laurore, J. (2021). State of Babies Yearbook: 2019. Washington, DC: ZERO TO THREE and Bethesda MD: Child Trends.
    39. Kidd, E., Donnelly, S., & Christiansen, M. H. (2018). Individual differences in language acquisition and processing. Trends in Cognitive Sciences, 22(2), 154-169.
    40. King, L. S., Camacho, M. C., Montez, D. F., Humphreys, K. L., & Gotlib, I. H. (2021). Naturalistic language input is associated with resting-state functional connectivity in infancy. Journal of Neuroscience, 41(3), 424-434.
    41. Knudsen, E. I., Heckman, J. J., Cameron, J. L., & Shonkoff, J. P. (2006). Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the National Academy of Sciences, 103(27), 10155-10162.
    42. Lange, N., Froimowitz, M. P., Bigler, E. D., Lainhart, J. E., & Brain Development Cooperative Group. (2010). Associations between IQ, total and regional brain volumes, and demography in a large normative sample of healthy children and adolescents. Developmental Neuropsychology, 35(3), 296-317.
    43. Larose, M. P., Côté, S. M., Ouellet‐Morin, I., Maughan, B., & Barker, E. D. (2021). Promoting better functioning among children exposed to high levels of family adversity: The protective role of childcare attendance. Journal of Child Psychology and Psychiatry, 62(6), 762-770.
    44. Laurin, J. C., Geoffroy, M. C., Boivin, M., Japel, C., Raynault, M. F., Tremblay, R. E., & Côté, S. M. (2015). Child care services, socioeconomic inequalities, and academic performance. Pediatrics, 136(6), 1112-1124.
    45. Li, W., Devine, R. T., Ribner, A., Emmen, R. A., Mi-lan, J. W., Branger, M. C., Wang, L., van Ginkele, J., Alink, L. & Mesman, J. (2022). The role of infant attention and parental sensitivity in infant cognitive development in the Netherlands and China. Journal of Experimental Child Psychology, 215, 105324.
    46. Loi, E. C., Vaca, K. E., Ashland, M. D., Marchman, V. A., Fernald, A., & Feldman, H. M. (2017). Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome. Early Human Development, 115, 110-117.
    47. Lombardi, C. M., Fisk, E., & Cook, K. D. (2021). Do child care characteristics during toddlerhood explain income-based gaps in reading and math skills at preschool? Children and Youth Services Review, 131, 106285.
    48. Lopez, L. D., Walle, E. A., Pretzer, G. M., & Warlaumont, A. S. (2020). Adult responses to infant prelinguistic vocalizations are associated with infant vocabulary: A home observation study. Plos One, 15(11), e0242232.
    49. Losier, T., Orri, M., Boivin, M., Larose, S., Japel, C., Tremblay, R. E., & Côté, S. M. (2021). The associations between child-care services during the preschool years and high school graduation: A 20-year longitudinal population-based study. Journal of Developmental & Behavioral Pediatrics.
    50. Luby, J., Belden, A., Botteron, K., Marrus, N., Harms, M. P., Babb, C., Nishino, T. & Barch, D. (2013). The effects of poverty on childhood brain development: The mediating effect of caregiving and stressful life events. JAMA Pediatrics, 167(12), 1135-1142.
    51. Luijk, M. P. C. M., Linting, M., Henrichs, J., Herba, C. M., Verhage, M. L., Schenk, J. J., Arends, L. R., Raat, H., Jaddoe, V., Hofman, A., Verhulst, F. C., Tiemeier, H. & Van IJzendoorn, M. H. (2015). Hours in non‐parental child care are related to language development in a longitudinal cohort study. Child: Care, Health and Development, 41(6), 1188-1198.
    52. Magnuson, K. A., Kelchen, R., Duncan, G. J., Schindler, H. S., Shager, H., & Yoshikawa, H. (2016). Do the effects of early childhood education programs differ by gender? A meta-analysis. Early Childhood Research Quarterly, 36, 521-536.
    53. Maguire-Fong, M. J. (2014). Teaching and learning with infants and toddlers: Where meaning-making begins. Teachers College Press.
    54. Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), F9-F16.
    55. Masek, L. R., Paterson, S. J., Golinkoff, R. M., Bakeman, R., Adamson, L. B., Owen, M. T., ... & Hirsh‐Pasek, K. (2020). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy, 26(1), 123-147.
    56. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185.
    57. Narea, M., Arriagada, V., & Allel, K. (2020). Center-based care in toddlerhood and child cognitive outcomes in Chile: The moderating role of family socio-economic status. Early Education and Development, 31(2), 218-233.
    58. Narea, M., Toppelberg, C. O., Irarrázaval, M., & Xu, J. (2020). Maternal and non-maternal care in infancy and later child cognitive, language and motor development in Chile: Does type of care matter? Early Childhood Research Quarterly, 51, 204-214.
    59. National Center on Child Care Quality Improvement. (2019). Early learning and development guidelines. Available at: https://childcareta.acf.hhs.gov/resource/state-early-learning-standards-and-guidelines
    60. Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2019). How early experience shapes human development: the case of psychosocial deprivation. Neural Plasticity.
    61. Noble, K. G., Engelhardt, L. E., Brito, N. H., Mack, L. J., Nail, E. J., Angal, J., Barr, R., Fifer, W. P., Elliott, A. J. & PASS Network. (2015). Socioeconomic disparities in neurocognitive development in the first two years of life. Developmental Psychobiology, 57(5), 535-551.
    62. Noble, K. G., Houston, S. M., Kan, E., & Sowell, E. R. (2012). Neural correlates of socioeconomic status in the developing human brain. Developmental Science, 15(4), 516-527.
    63. Nores, M., Belfield, C. R., Barnett, W. S., & Schweinhart, L. (2005). Updating the economic impacts of the High/Scope Perry preschool program. Educational Evaluation and Policy Analysis, 27(3), 245-261.
    64. Orri, M., Tremblay, R. E., Japel, C., Boivin, M., Vitaro, F., Losier, T., Brendgen, M. R., Falissard, B., Melchior, M., & Côté, S. M. (2019). Early childhood child care and disruptive behavior problems during adolescence: a 17‐year population‐based propensity score study. Journal of Child Psychology and Psychiatry, 60(11), 1174-1182.
    65. Oudgenoeg-Paz, O., Volman, M. C. J., & Leseman, P. P. (2012). Attainment of sitting and walking predicts development of productive vocabulary between ages 16 and 28 months. Infant Behavior and Development, 35(4), 733-736.
    66. Paxson, C., & Schady, N. (2007). Cognitive development among young children in Ecuador the roles of wealth, health, and parenting. Journal of Human Resources, 42(1), 49-84.
    67. Pérez‐Edgar, K., Vallorani, A., Buss, K. A., & LoBue, V. (2020). Individual differences in infancy research: Letting the baby stand out from the crowd. Infancy, 25(4), 438-457.
    68. Raby, K. L., Freedman, E., Yarger, H. A., Lind, T., & Dozier, M. (2019). Enhancing the language development of toddlers in foster care by promoting foster parents’ sensitivity: Results from a randomized controlled trial. Developmental Science, 22(2), e12753.
    69. Raikes, H., Love, J., & Chazan-Cohen, R. (2004). Infant-toddler intervention on the road to school readiness: Lessons from early head start. Harvard Family Research Project the Evaluation Exchange, 22-23.
    70. Ramírez, N. F., Lytle, S. R., & Kuhl, P. K. (2020). Parent coaching increases conversational turns and advances infant language development. Proceedings of the National Academy of Sciences, 117(7), 3484-3491.
    71. Rose, S. A., Feldman, J. F., Jankowski, J. J., & Van Rossem, R. (2008). A cognitive cascade in infancy: Pathways from prematurity to later mental development. Intelligence, 36(4), 367-378.
    72. Rowe, M. L., & Weisleder, A. (2020). Language development in context. Annual Review of Developmental Psychology, 2, 201-223.
    73. Rubio-Codina, M., Attanasio, O., Meghir, C., Varela, N., & Grantham-McGregor, S. (2015). The socioeconomic gradient of child development: Cross-sectional evidence from children 6–42 months in Bogota. Journal of Human Resources, 50(2), 464-483.
    74. Sameroff, A. (2009). The transactional model of development: How children and contexts shape each other. Washington, DC: American Psychological Association.
    75. Sameroff, A. J., & Mackenzie, M. J. (2003). A quarter-century of the transactional model: How have things changed? Zero to Three, 24(1), 14-22.
    76. Schady, N. (2011). Parents’ education, mothers’ vocabulary, and cognitive development in early childhood: Longitudinal evidence from Ecuador. American Journal of Public Health, 101(12), 2299-2307.
    77. Schady, N., Behrman, J., Araujo, M. C., Azuero, R., Bernal, R., Bravo, D., Lopez-Boo, F., Macours, K., Marshall, D., Paxson, C. & Vakis, R. (2014). Wealth gradients in early childhood cognitive development in five Latin American countries. The World Bank.
    78. Schneider, J. L., & Iverson, J. M. (2021). Cascades in action: How the transition to walking shapes caregiver communication during everyday interactions. Developmental Psychology.
    79. Shuffrey, L. C., Firestein, M. R., Kyle, M. H., Fields, A., Alcántara, C., Amso, D., Austin, J., Bain, J. M., Barbosa, J., Bence, M., Bianco, C., Fernández, C. R.,Goldman, S., Gyamfi-Bannerman, C., Hott, V., Hu, H.,Hussain, M.,Factor-Litvak, P., Lucchini, M., Mandel, A., Marsh, R.,McBrian, D.,Mourad, M.,Muhle, R.,Noble, K. G.,Penn, A. A.,Rodriguez, C., Sania, A., Silver, W. G.,O’Reilly, K. C.,Stockwell, M.,Tottenham, N., Welch, M. G.,Zork, N.,Fifer, W. P., Monk, C. & Dumitriu, D. (2022). Association of birth during the COVID-19 pandemic with neurodevelopmental status at 6 months in infants with and without in utero exposure to maternal SARS-CoV-2 infection. JAMA Pediatrics, e215563-e215563.
    80. Tamis‐LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748-767.
    81. Trude, A. C., Richter, L. M., Behrman, J. R., Stein, A. D., Menezes, A. M., & Black, M. M. (2020). Effects of responsive caregiving and learning opportunities during pre-school ages on the association of early adversities and adolescent human capital: an analysis of birth cohorts in two middle-income countries. The Lancet Child & Adolescent Health, 5(1), 37-46.
    82. Veldman, S. L., Santos, R., Jones, R. A., Sousa-Sá, E., & Okely, A. D. (2019). Associations between gross motor skills and cognitive development in toddlers. Early Human Development, 132, 39-44.
    83. Von Stumm, S., & Plomin, R. (2015). Socioeconomic status and the growth of intelligence from infancy through adolescence. Intelligence, 48, 30-36.
    84. Wade, M., Jenkins, J. M., Venkadasalam, V. P., Binnoon-Erez, N., & Ganea, P. A. (2018). The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways. Cognitive Development, 45, 125-140.
    85. Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
    86. West, K. L., & Iverson, J. M. (2021). Communication changes when infants begin to walk. Developmental Science, e13102.

    This page titled 1.7: References is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Todd LaMarr.