17.6: References

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Amanda Taintor

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References for Supporting Social-Emotional Development in Group Care

Belsky, J. (2006). Early childcare and early child development: major findings of the NICHD study of early childcare. Eur. J. Dev. Psychol. 3, 95–110. doi: 10.1080/17405620600557755
Brownell, C. A., and Drummond, J. (2018). Early childcare and family experiences predict development of prosocial behaviour in first grade. Early Child Dev. Care 1–26. doi: 10.1080/03004430.2018.1489382
Chatzipanteli, A., Grammatikopoulos, V., and Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Dev. Care 184, 1223–1232. doi: 10.1080/03004430.2013.861456
California Department of Education, 2019 Infant/Toddler Learning and Development Program Guidelines, Second Edition by the California Department of Education is used with permission
Gomajee, R., El-Khoury, F., van der Waerden, J., Pryor, L., and Melchior, M. (2017). Early life childcare and later behavioral difficulties: a causal relationship? data from the french EDEN study. J. Econ. Behav. Org. (in press).
Gluschkoff, K., Oksman, E., Knafo-Noam, A., Dobewall, H., Hintsa, T., Keltikangas-Järvinen, L., et al. (2018). The early roots of compassion: from childcare arrangements to dispositional compassion in adulthood. Pers. Indiv. Diff. 129, 28–32. doi: 10.1016/j.paid.2018.03.005
Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychol. Rev. 102, 458–489. doi: 10.1037/0033-295X.102.3.458
Huston, A. C., Bobbitt, K. C., and Bentley, A. (2015). Time spent in childcare: how and why does it affect social development? Dev. Psychol. 51, 621–634. doi: 10.1037/a0038951
Hughes, C. (2011). Social Understanding and Social Lives: From Toddlerhood through to the Transition to School. Abingdon: Taylor & Francis Group.
Maccoby, E. E., and Lewis, C. C. (2003). Less day care or different day care? Child Dev. 74, 1069–1075. doi: 10.1111/1467-8624.00592
Melhuish, E. (2015). Early childhood environments: long-term consequences of early childhood education and parenting. In s. Hay (ed.), early years education and care. Oxford, UK: Routledge, 29–49.
Oksman E, Rosenström T, Gluschkoff K, Saarinen A, Hintsanen M, Pulkki-Råback L, Viikari J, Raitakari OT and Keltikangas-Järvinen L (2019) Associations Between Early Childcare Environment and Different Aspects of Adulthood Sociability: The 32-Year Prospective Young Finns Study. Front. Psychol. 10:2060. doi: 10.3389/fpsyg.2019.02060 This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Rubin, K. H., and Pepler, D. J. (1995). "The relationship of child's play to social-cognitive growth and development," in Friendship and Social Relations in Children, eds H. C. Foot, A. J. Chapman, and J. R. Smith, (Piscataway, NJ: Transaction Publishers), 207–232.
Roberts, B. W., Walton, K. E., and Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: a meta-analysis of longitudinal studies. Psychol. Bull. 132, 1–25. doi: 10.1037/0033-2909.132.1.1
Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., and Vandergrift, N. (2010). Do effects of early childcare extend to age 15 years? Results from the NICHD study of early childcare and youth development. Child Dev. 81, 737–756. doi: 10.1111/j.1467-8624.2010.01431.x
Waldfogel, J. (2001). international policies toward parental leave and childcare. Future Child. 11, 98–111. doi: 10.2307/1602812
Wellman, H. M., Cross, D., and Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false belief. Child Dev. 72, 655–684. doi: 10.1111/1467-8624.00304