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23.6: Referencias

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    193632
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    Blau, D. M. (2000). The production of quality in child-care centers: Another look. Applied Developmental Science, 4(3), 136- 148.

    Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2-11.

    Burchinal, M. R., Roberts, J. E., Nabors, L. A., & Bryant, D. M. (1996). Quality of center child care and infant cognitive and language development. Child Development, 67(2), 606-620.

    Burchinal, M. R., Roberts, J. E., Riggins, Jr, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center‐based child care to early cognitive and language development longitudinally. Child Development, 71(2), 339-357.

    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.

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    Donoghue, E. A., Lieser, D., DelConte, B., Donoghue, E., Earls, M., Glassy, D., Mendelsohn, A., McFadden, T., Scholer, S., Takagishi, J., Vanderbilt, D. & Williams, P. G. (2017). Quality early education and child care from birth to kindergarten. Pediatrics, 140(2).

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    Francis, J., & Barnett, W. S. (2019). Relating preschool class size to classroom quality and student achievement. Early Childhood Research Quarterly, 49, 49-58.

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    Howes, C., & Rubenstein, J. L. (1985). Determinants of toddlers' experience in day care: Age of entry and quality of setting. Child Care Quarterly, 14(2), 140-151.

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    Kohl, K., Bihler, L. M., Willard, J. A., Agache, A., & Leyendecker, B. (2020). Linking quantity and quality of early childhood education and care to children’s socio-emotional adjustment: A German cross-sectional study. Early Education and Development, 31(2), 177-199.

    Lally, J. R. (2009). The science and psychology of infant-toddler care: How an understanding of early learning has transformed child care. Zero to Three, 30(2), 47-53.

    Leach, P., Barnes, J., Malmberg, L. E., Sylva, K., Stein, A., y el equipo del FCCC 1. (2008). The quality of different types of child care at 10 and 18 months: A comparison between types and factors related to quality. Early Child Development and Care, 178(2), 177-209.

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    National Association for the Education of Young Children. (2005). NAEYC early childhood program standards and accreditation criteria: The mark of quality in early childhood education. National Association for the Education of Young Children.

    Instituto Nacional de Salud Infantil y Desarrollo Humano (2006). The NICHD study of early child care and youth development: Findings for children up to age 4½ years. Disponible en línea en https://www.nichd.nih.gov/sites/default/files/publications/pubs/documents/seccyd_06.pdf

    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.

    Perlman, M., Fletcher, B., Falenchuk, O., Brunsek, A., McMullen, E., & Shah, P. S. (2017). Child-staff ratios in early childhood education and care settings and child outcomes: A systematic review and meta-analysis. PloS One, 12(1), e0170256.

    Pessanha, M., Peixoto, C., Barros, S., Cadima, J., Pinto, A. I., Coelho, V., & Bryant, D. M. (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, 40, 87-97.

    Phillipsen, L. C., Burchinal, M. R., Howes, C., & Cryer, D. (1997). The prediction of process quality from structural features of child care. Early Childhood Research Quarterly, 12(3), 281-303.

    Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144-159.

    Program for Infant and Toddler Care (18 de enero de 2022). About. Program for Infant and Toddler Care. Disponible en línea en: https://www.pitc.org/about

    Rentzou, K., & Sakellariou, M. (2011). The quality of early childhood educators: Children’s interaction in Greek child care centers. Early Childhood Education Journal, 38(5), 367-376.

    Slot, P. L., Leseman, P. P., Verhagen, J., & Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76.

    Thomason, A. C., & La Paro, K. M. (2009). Measuring the quality of teacher–child interactions in toddler child care. Early Education and Development, 20(2), 285-304.

    Vandell, D. L. (1996). Characteristics of infant child care: Factors contributing to positive caregiving: NICHD early child care research network. Early Childhood Research Quarterly, 11(3), 269-306.

    Weinstock, P., Bos, J., Tseng, F., Rosenthal, E., Ortiz, L., Dowsett, C., Huston, A. & Bentley, A. (2012). Evaluation of the Program for Infant/Toddler Care (PITC): An on-site training of caregivers. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.


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