Administration for Children and Families. (2006). Preliminary findings from the Early Head Start pre-kindergarten follow-up.
Washington, DC: U.S. Department of Health and Human Services. Retrieved February 13, 2007 from: http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/reports/prekindergarten_followup/prekindergarten_followup.pdf
Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2). Serial No. 218.
Alwin, D. F., & Hauser, R. M. (1975). The decomposition of effects in path analysis. American Sociological Review, 40
Bakermans-Kronenburg, M. J., vanIJzendoorn, M. H., & Juffer, F. (2003). Less is more: Meta-analyses of sensitivity and attachment interventions in early childhood. Psychological Bulletin, 129
Bornstein M. (Ed.). (1995). Handbook of parenting (Vols. 1–5). Mahwah, NJ: Erlbaum.
Brooks-Gunn, J. (2003). Do you believe in magic? What we can expect from early childhood intervention programs. Social Policy Report, 17, 1–15.
Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15
Bus, A. G., vanIJzendoorn, M. H., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A meta-analysis on the intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
Cohen, J. (1977). Statistical power analysis for the behavioral sciences (Rev. ed.). New York: Academic Press.
Cohen, J. (1994). The earth is round (p
< .05). American Psychologist, 12
Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55
Duncan, G. J., & Magnusun, K. (2006). Costs and benefits from early investments to promote human capital and positive behavior. In N. F. Watt, C. Ayoub, R. H. Bradley, J. E. Puma, & W. A. LeBeouf (Eds.), The crisis in youth mental health. Vol. 4. Early intervention programs and policies (pp. 27–52). Westport, CT: Praeger.
Gomby, D. S. (2005). Home visitation in 2005: Outcomes for children and parents.
Washington, DC: Committee for Economic Development Invest in Kids Working Group. Retrieved January 16, 2007 from: http://www.ced.org/docs/report/report_ivk_gomby_2005.pdf
Harris, J. R. (1998). The nurture assumption: Why children turn out the way they do. London: Bloomsbury.
Horvath, A. O. (1994). Empirical validation of Bordin’s pantheoretical model of the alliance: The working alliance inventory perspective. In A. O. Horvath & L. S. Greenberg (Eds.), The working alliance: Theory, research and practice (pp. 109–128). Hoboken, NJ: Wiley.
Kagitcibasi, C., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Applied Developmental Psychology, 22
Lally, J. R., Mangione, P. L, & Honig, A. S. (1988). Long-range impact of an early intervention with low-income children and their families. In D. Powell (Ed.), Parent education in early childhood intervention: Emerging directions in theory, research, and practice (pp. 79–104). Norwood, NJ: Ablex.
Levenstein, P., & Levenstein, S. (2008). Messages from home. Philadelphia: Temple University Press.
Maccoby, E. E. (2000). Parenting and its effects on children: On reading and misreading behavior genetics. Annual Review of Psychology, 51
MacLeod, J., & Nelson, G. (2000). Programs for the promotion of family wellness and the prevention of child maltreatment: A meta-analytic review. Child Abuse and Neglect, 24
McCormick, M., McCarton, C., Brooks-Gunn, J., Belt, P., & Gross, R. T. (1998). The Infant Health and Development Program: Interim summary. Journal of Developmental and Behavioral Pediatrics, 19
Nelson, G., Westhues, A., & MacLeod, J. (2003, December 18). A meta-analysis of longitudinal research on preschool prevention programs for children. Prevention & Treatment, 6
, Article 31. Retrieved February 12, 2007 from http://journals.apa.org/prevention/volume6/pre0060031a.html
O’Connor, T. G. (2002). The “effects” of parenting reconsidered: Findings, challenges, and applications [Annotations]. Journal of Child Psychology and Psychiatry, 43
Olds, D. L. (2006). The nurse-family partnership. In N. F. Watt, C. Ayoub, R. H. Bradley, J. E. Puma, & W. A. LeBeouf (Eds.), The crisis in youth mental health: Vol. 4. Early intervention programs and policies (pp. 147–180). Westport, CT: Praeger.
Olds, D. L., Henderson, C. R. Jr., Cole, R., Eckenrode, J., Kitzman, H., Luckey, D. et al. (1998). Long-term effects of nurse home visitation on children’s criminal and antisocial behavior: Fifteen-year follow-up of a randomized trial. Journal of the American Medical Association, 280
Parents as Teachers National Center. (1999). Born to Learn curriculum (prenatal to 3 years). St. Louis, MO: Author.
Pfannenstiel, J. C. (1997). Kindergarten learning environments and student achievement: A study of constructivist and traditional teaching approaches. Overland Park, KS: Research and Training Associates.
Pfannenstiel, J. C., Lambson, T., & Yarnell, V. (1991). Second wave study of the Parents as Teachers program. St. Louis, MO: Parents as Teachers National Center.
Pfannenstiel, J. C., Lambson, T., & Yarnell, V. (1996). The Parents as Teachers program: Longitudinal follow-up to the second wave study. Overland Park, KS: Research and Training Associates.
Pfannenstiel, J. C., Seitz, V., & Zigler, E. (2002). Promoting school readiness: The role of the Parents as Teachers program. NHSA Dialog, 6, 71–86.
Pfannenstiel, J. C., & Seltzer, D. A. (1989). New parents as teachers: Evaluation of an early parent education program. Early Childhood Research Quarterly, 4
Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black-White achievement gap. Washington, DC: Economic Policy Institute.
Rowe, D. C. (1994). The limits of family influence: Genes, experience and behavior. New York: Guilford.
Rutter, M. (2002). Nature, nurture, and development: From evangelism through science toward policy and practice. Child Development, 73
Rutter, M. (2005). Environmentally mediated risks for psychopathology: Research strategies and findings. Journal of the American Academy of Child and Adolescent Psychiatry, 44
Santos, R. G. (2005). Effectiveness of early intervention for infants and their families: Relating the Working Alliance to program outcomes. Unpublished doctoral dissertation, University of Manitoba.
Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63
Schweinhart, L. J., & Weikart, D. P. (1997). Lasting differences: The High/Scope Preschool Curriculum Comparison Study through age 23. Monographs of the High/Scope Educational Research Foundation, No. 12. Ypsilanti, MI: High/Scope.
Seitz, V., & Apfel, N. H. (1994). Parent focused intervention: Diffusion effects on siblings. Child Development, 65
Seitz, V., Rosenbaum, L. K., & Apfel, N. H. (1985). Effects of family-support intervention: A 10-year follow-up. Child Development, 56
Shonkoff J. P., & Phillips D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
St. Pierre, R. G., & Layzer, J. I. (1998). Improving the life chances of children in poverty: Assumptions and what we have learned. Social Policy Report, 12(4), 1–25.
Sweet, M. A., & Appelbaum, M. I. (2004). Is home visiting an effective strategy: A meta-analytic review of home visiting programs for families with young children. Child Development, 75
Tracy, T. J., & Kokotovic, A. M. (1989). Factor structure of the Working Alliance Inventory. Psychological Assessment, 1
U. S. Department of Education (1993, June 22). All children ready to learn: Toward the national education goals and high standards for all students.
Washington, DC: Author. Retrieved January 24, 2007 from: http://www.negp.gov/Reports/child-ea.html
Yando, R., Seitz, V., & Zigler, E. (1979). Intellectual and personality characteristics of children: Social class and ethnic group differences. Hillsdale, NJ: Erlbaum.
Yoshikawa, H. (1994). Prevention as cumulative protection: Effects of early family support and education on chronic delinquency and its risks. Psychological Bulletin, 115
Zigler, E., Gilliam, W., & Jones, S. M. (2006). A vision for universal preschool education. New York: Cambridge University Press.
Zigler, E., & Styfco, S. J. (2006). Epilogue. In N. F. Watt, C. Ayoub, R. H. Bradley, J. E. Puma, & W. A. LeBeouf (Eds.), The crisis in youth mental health. Vol. 4. Early intervention programs and policies (pp. 347–371). Westport, CT: Praeger.