description): The goal of Phase III of the NICHD Study of Early Child Care is to extend a collaborative, prospective, longitudinal study of a cohort of 1103 children and their families, first enrolled at one month of age and studied intensively through first grade (age 7) in Phases I and II of this cooperative agreement. These participants will be studied through middle childhood (fifth grade) in order to investigate how important contexts contribute to trajectories of development from birth through middle childhood within the broader social ecology of work and family. The design of Phase III involves intensive study of the children and their parents at third and fifth grades (home visits, school observations, and laboratory assessments) as well as regularly scheduled (at least one per year) phone-call interviews with the children and mothers. In addition, questionnaires will be gathered from teachers in second through fifth grades. Structural and process features of key contexts (home/family, school, out-of- school settings, neighborhood/community, parents' work, and socioeconomic/cultural niches) will be examined in relation to trajectories in three principal domains of child development (achievement/cognition, social/emotional, and health), as well as the domain of parental well-being. Through multivariate modeling of longitudinal relations among features of multiple contexts and developmental trajectories, work in Phase III will be organized by four central research issues: a) the interplay between early and concurrent experience in varied contexts and developmental trajectories from birth through middle childhood; b) the extent to which different processes school settings, neighborhood/community, parents' work, and socioeconomic/cultural niches) will be examined in relation to trajectories in three principal domains of child development (achievement/cognition, social/emotional, and health), as well as the domain of parental well-being. Through multivariate modeling of longitudinal relations among features of multiple contexts and developmental trajectories, work in Phase III will be organized by four central research issues: a) the interplay between early and concurrent experience in varied contexts and developmental trajectories from birth through middle childhood; b) the extent to which different processes account for development trajectories across children and/or families that differ with regard to cultural, social, or economic niche; c) the ways in which experiences in familial and extrafamilial contexts contribute to risk and resilience; and d) the relations between parents' work and family life and the consequences of work-family relations for parents' well-being and that of their children.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Cooperative Clinical Research--Cooperative Agreements (U10)
Project #
2U10HD025460-11
Application #
2884674
Study Section
Special Emphasis Panel (ZHD1-DRG-D (10))
Program Officer
Friedman, Sarah L
Project Start
1989-05-01
Project End
2004-12-31
Budget Start
2000-03-03
Budget End
2000-12-31
Support Year
11
Fiscal Year
2000
Total Cost
$574,688
Indirect Cost
Name
University of Arkansas at Little Rock
Department
Miscellaneous
Type
Schools of Education
DUNS #
City
Little Rock
State
AR
Country
United States
Zip Code
72204
Reynolds, Katharine C; Alfano, Candice A (2016) Childhood Bedtime Problems Predict Adolescent Internalizing Symptoms Through Emotional Reactivity. J Pediatr Psychol 41:971-82
Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama (2015) Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School. Appl Dev Sci 19:139-152
Marceau, Kristine; Ram, Nilam; Susman, Elizabeth (2015) Development and Lability in the Parent-Child Relationship During Adolescence: Associations With Pubertal Timing and Tempo. J Res Adolesc 25:474-489
Crosnoe, Robert; Prickett, Kate Chambers; Smith, Chelsea et al. (2014) Changes in young children's family structures and child care arrangements. Demography 51:459-83
Augustine, Jennifer March; Crosnoe, Robert L; Gordon, Rachel (2013) Early child care and illness among preschoolers. J Health Soc Behav 54:315-34
Bradley, Robert H; Corwyn, Robert (2013) From parent to child to parent…: paths in and out of problem behavior. J Abnorm Child Psychol 41:515-29
Crosnoe, Robert (2012) Family-School Connections, Early Learning, and Socioeconomic Inequality in the US. Multidiscip J Educ Research 2:1-36
Crosnoe, Robert; Augustine, Jennifer March; Huston, Aletha C (2012) Children's early child care and their mothers' later involvement with schools. Child Dev 83:758-72
Marceau, Kristine; Ram, Nilam; Houts, Renate M et al. (2011) Individual differences in boys' and girls' timing and tempo of puberty: modeling development with nonlinear growth models. Dev Psychol 47:1389-409
Benner, Aprile D; Crosnoe, Robert (2011) The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning. Am Educ Res J 48:621-646

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