24.4: References

Last updated
Save as PDF

Page ID: 142200

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 for Continuity of Care

Aguillard, A. E., Pierce, S. H., Benedict, J. H., & Burts, D. C. (2005). Barriers to the implementation of continuity-of-care practices in child care centers. Early Childhood Research Quarterly, 20(3), 329-344.
Barnas, M. V., & Cummings, E. M. (1994). Caregiver stability and toddlers' attachment-related behavior towards caregivers in day care. Infant Behavior and Development, 17(2), 141-147.
Bratsch‐Hines, M. E., Carr, R., Zgourou, E., Vernon‐Feagans, L., & Willoughby, M. (2020). Infant and toddler child‐care quality and stability in relation to proximal and distal academic and social outcomes. Child Development, 91(6), 1854-1864.
Choi, J. Y., Horm, D., & Jeon, S. (2018). Descriptive study of continuity of care practice and children’s experience of stability of care in Early Head Start. In Child & Youth Care Forum (Vol. 47, No. 5, pp. 659-681). Springer US.
Cryer, D., Hurwitz, S., & Wolery, M. (2000). Continuity of caregiver for infants and toddlers in center-based child care: Report on a survey of center practices. Early Childhood Research Quarterly, 15(4), 497-514.
Cryer, D., Wagner-Moore, L., Burchinal, M., Yazejian, N., Hurwitz, S., & Wolery, M. (2005). Effects of transitions to new child care classes on infant/toddler distress and behavior. Early Childhood Research Quarterly, 20(1), 37-56.
Field, T. M., Vega-Lahr, N., & Jagadish, S. (1984). Separation stress of nursery school infants and toddlers graduating to new classes. Infant Behavior and Development, 7(3), 277-284.
Garrity, S., Longstreth, S., & Alwashmi, M. (2016). A qualitative examination of the implementation of continuity of care: An organizational learning perspective. Early Childhood Research Quarterly, 36, 64-78.
Hegde, A. V., & Cassidy, D. J. (2004). Teacher and parent perspectives on looping. Early Childhood Education Journal, 32(2), 133-138.
Longstreth, S., Garrity, S., Ritblatt, S. N., Olson, K., Virgilio, A., Dinh, H., & Padamada, S. (2016). Teacher perspectives on the practice of continuity of care. Journal of Research in Childhood Education, 30(4), 554-568.
McMullen, M. B. (2017). Continuity of Care with Infants and Toddlers. Exchange.
McMullen, M. B. (2018). The many benefits of continuity of care for infants, toddlers, families, and caregiving staff. Young Children, 73(3), 38-39.
McMullen, M. B., Yun, N. R., Mihai, A., & Kim, H. (2016). Experiences of parents and professionals in well-established continuity of care infant toddler programs. Early Education and Development, 27(2), 190-220.
O’Farrelly, C., & Hennessy, E. (2014). Watching transitions unfold: A mixed-method study of transitions within early childhood care and education settings. Early Years, 34(4), 329-347.
Raikes, H. (1993). Relationship duration in infant care: Time with a high-ability teacher and infant-teacher attachment. Early Childhood Research Quarterly, 8(3), 309-325.
Recchia, S. L. (2012). Caregiver–child relationships as a context for continuity in child care. Early Years, 32(2), 143-157.
Recchia, S. L., & Dvorakova, K. (2012). How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts. Early Education & Development, 23(2), 181-201.
Recchia, S. L., & Dvorakova, K. (2018). Moving from an infant to a toddler child care classroom. Young Children, 73(3), 43-49.
Ruprecht, K., Elicker, J., & Choi, J. Y. (2016). Continuity of care, caregiver–child interactions, and toddler social competence and problem behaviors. Early Education and Development, 27(2), 221-239.
Schipper, J. C. D., IJzendoorn, M. H. V., & Tavecchio, L. W. (2004). Stability in center day care: Relations with children's well‐being and problem behavior in daycare. Social Development, 13(4), 531-550.