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24.4: Referencias

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    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. En Child & Youth Care Forum (Vol. 47, N.° 5, págs. 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. Desarrollo Social, 13(4), 531-550.

    24.4: Referencias is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

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