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23.6: Referencias

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    American Academy of Pediatrics. (2019). Caring for our children, national health and safety performance standards. American Academy of Pediatrics.

    Barros, S., Cadima, J., Bryant, D. M., Coelho, V., Pinto, A. I., Pessanha, M., & Peixoto, C. (2016). Infant child care quality in Portugal: Associations with structural characteristics. Early Childhood Research Quarterly, 37, 118-130.

    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.

    De Schipper, E. J., Riksen-Walraven, J. M. & Geurts, S. A. (2006). Effects of child–caregiver ratio on the interactions between caregivers and children in child‐care centers: An experimental study. Child Development, 77(4), 861-874.

    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).

    Early Child Care Research Network (ECCRN). (2006). Child-care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 61(2), 99-116.

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

    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).

    Howes, C. (1983). Caregiver behavior in center and family day care. Journal of Applied Developmental Psychology, 4(1), 99- 107.

    Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center‐based child care. Child Development, 63(2), 449-460.

    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.

    Hubel, G. S., Davies, F., Goodrum, N. M., Schmarder, K. M., Schnake, K., & Moreland, A. D. (2020). Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate. Children and Youth Services Review, 111, 104877.

    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.

    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.

    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

    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:

    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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