Overview of Projects Overview of Projects Fall 2002Fall 2002

Personality and Personality and Social Development Social Development Research LaboratoryResearch Laboratory

Marsha Weinraub, DirectorMarsha Weinraub, Director

66thth floor Weiss Hall floor Weiss Hall

Temple UniversityTemple University

Three ongoing research Three ongoing research projectsprojects

NICHD Study of Early Child Care and Youth NICHD Study of Early Child Care and Youth DevelopmentDevelopment

Barriers to Child Care Subsidy (with Anne Barriers to Child Care Subsidy (with Anne Shlay at the Center for Public Policy)Shlay at the Center for Public Policy)

Applied work through Applied work through CIRCLCIRCL (Center for (Center for Improving Children’s Lives)Improving Children’s Lives)– UCPC (Universities Children’s Policy UCPC (Universities Children’s Policy

Collaborative)Collaborative)– Governor’s Task Force on Early Child Care and Governor’s Task Force on Early Child Care and

EducationEducation

Project 1: NICHD Study of Early Project 1: NICHD Study of Early Child Care and Youth Child Care and Youth

DevelopmentDevelopment OverviewOverview

– PurposePurpose– History, Investigators and ModelHistory, Investigators and Model– Participants and Overview of ProceduresParticipants and Overview of Procedures– Three Phases since 1991 Three Phases since 1991

Findings: Prevalence and Quality of Child Findings: Prevalence and Quality of Child Care in the U.S.Care in the U.S.

Incredibly brief overview of other findingsIncredibly brief overview of other findings Future directionsFuture directions

The Main QuestionsThe Main Questions What are today’s children’s experiences What are today’s children’s experiences

with early child care in the U.S.?with early child care in the U.S.? How does early child care affect children in How does early child care affect children in

the early years?the early years? Does early child care experience continue Does early child care experience continue

to affect children as they move into to affect children as they move into preschool and elementary school?preschool and elementary school?

Unique Features of the NICHD Unique Features of the NICHD Study of Early Child CareStudy of Early Child Care

Prospective, longitudinal studyProspective, longitudinal study Wide range of child-care arrangements and Wide range of child-care arrangements and

family characteristicsfamily characteristics Large sample diverse in terms of Large sample diverse in terms of

geography, ethnicity, education, income, geography, ethnicity, education, income, and family compositionand family composition

Multiple, broad-based assessments of Multiple, broad-based assessments of children’s developmentchildren’s development

Direct observations of home and child-care Direct observations of home and child-care experiencesexperiences

Public access to data available to Public access to data available to qualified/supervised investigatorsqualified/supervised investigators

NICHD investigators in Phase INICHD investigators in Phase I

Mark Appelbaum - UC San DiegoMark Appelbaum - UC San Diego Jay Belsky - Penn State UniversityJay Belsky - Penn State University Cathryn Booth - U of WashingtonCathryn Booth - U of Washington Robert Bradley - U of ArkansasRobert Bradley - U of Arkansas Celia Brownell - U of PittsburghCelia Brownell - U of Pittsburgh Peg Burchinal - U of North Peg Burchinal - U of North

CarolinaCarolina Bettye Caldwell - Arkansas Bettye Caldwell - Arkansas

Children’s HospitalChildren’s Hospital Susan Campbell - U of PittsburghSusan Campbell - U of Pittsburgh Alison Clarke-Stewart - UC IrvineAlison Clarke-Stewart - UC Irvine Martha Cox - U of North CarolinaMartha Cox - U of North Carolina Sarah Friedman - NICHD Sarah Friedman - NICHD Kathy Hirsh-Pasek - Temple U.Kathy Hirsh-Pasek - Temple U. Aletha Huston - U Texas at AustinAletha Huston - U Texas at Austin

Bonnie Knoke - Research Bonnie Knoke - Research Triangle InstituteTriangle Institute

Nancy Marshall - Wellesley Nancy Marshall - Wellesley CollegeCollege

Kathleen McCartney - U of New Kathleen McCartney - U of New HampshireHampshire

Marion O’Brien - University of Marion O’Brien - University of KansasKansas

Margaret Tresch Owen - UT Margaret Tresch Owen - UT DallasDallas

Deborah Phillips - National Deborah Phillips - National Academy of SciencesAcademy of Sciences

Robert Pianta - U of VirginiaRobert Pianta - U of Virginia Susan Spieker - U of WashingtonSusan Spieker - U of Washington Deborah Lowe Vandell - U of Deborah Lowe Vandell - U of

WisconsinWisconsin Marsha Weinraub - Temple U. Marsha Weinraub - Temple U.

Families in the Study Families in the Study

1,364 eligible births 1,364 eligible births occurring during occurring during 19911991

Sampling designed Sampling designed to assure adequate to assure adequate representation of representation of major socio-major socio-demographic nichesdemographic niches

Ten data collection Ten data collection sitessites

Two sites in PA. Two sites in PA.

24 hospitals 24 hospitals

Recruited in these locations

Who are the Families of the Who are the Families of the Study?Study?

10%

21%

33%

21%

15%No HS Degree

HS Degree or GED

Some College

College Degree

Post-GraduateEducation

Maternal Educationat 1 Month

13%

18%

69%

poverty

near-povertynon-poor

Income-to-Needsat 1 Month

The ModelThe Model  

Child Care Environment

Home Environment

Outcomes:

Family/Child

Child

Dem

ogra

ph

ics

Fam

ily

Ch

ar.

Data Collection Schedule Data Collection Schedule Phase 1 and 2Phase 1 and 2

Assessment Setting

1 6 15 24 36 54 K G1

Home

Child Care

Laboratory

Phone

Child age (in months)Child age (in months)

Child Care Variables Child Care Variables

– Type of careType of care(maternal care, relative care, in home care, child (maternal care, relative care, in home care, child

care home, center) care home, center)

– Age of entry to care Age of entry to care – Amount of care (in hours per week)Amount of care (in hours per week)– Stability of careStability of care– Quality of careQuality of care

Regulables: group size, caregiver ed/training, safetyRegulables: group size, caregiver ed/training, safety

Observations: Observations:

ratings of the quality of interactions ratings of the quality of interactions

measures of the frequency of interactions measures of the frequency of interactions

OutcomesOutcomes SocialSocial EmotionalEmotional LanguageLanguage IntellectualIntellectual Behavior Problems and AdjustmentBehavior Problems and Adjustment Health and GrowthHealth and Growth

Some selected Some selected findingsfindings

Just the tip of the Just the tip of the iceberg…iceberg…

Child Care Usage?Child Care Usage?Age of Entry into 10 or More Hours of Care per Age of Entry into 10 or More Hours of Care per

WeekWeek

0 to 3 months0 to 3 months 51%51%

4 to 8 months4 to 8 months 18%18%

9 to 12 months9 to 12 months 5% 5%

13 to 24 months13 to 24 months 9% 9%

25 to 36 months25 to 36 months 3% 3%

after 36 monthsafter 36 months 14%14%

Child Care UseChild Care Use

Hours/Week in Care at 15 Months

35%

9%10%

46%0-9 hours

10-19 hrs.

20-29 hrs.

30+ hours

Hours/Week in Care at 36 Months

31%

9%

11%

49%

0-9 hours

10-19 hrs.

20-29 hrs.

30+ hours

Child Care UseChild Care Use

Type of Care at 15 Months

11%

23%

36%

30%

CenterChild Care HomeRelative/In-Home CareMother

Type of Care at 36 Months

29%

20%29%

22%

CenterChild Care HomeRelative/In-Home CareMother

Child Care Use at 54 MonthsChild Care Use at 54 Months

18%

14%

12%

13%

43%0-9 hrs.10-19 hrs.20-29 hrs.30-39 hrs.40+ hrs.

Type of Care at 54 MonthsType of Care at 54 Months

66%8%

12%

14%

CenterChild Care HomeRelative/In HomeMother

What child care What child care characteristics were characteristics were predictive of better predictive of better child care quality?child care quality?

OBSERVED CAREGIVING FROM AGES 6 TO 36 OBSERVED CAREGIVING FROM AGES 6 TO 36 MONTHS WAS MOST POSITIVE WHEN…MONTHS WAS MOST POSITIVE WHEN…

Group sizes were smallerGroup sizes were smaller Child-adult ratios were smaller (decreasing in Child-adult ratios were smaller (decreasing in

importance at 36 months)importance at 36 months) Caregivers had more child-centered beliefs about Caregivers had more child-centered beliefs about

childrearing at all ages, and more education and childrearing at all ages, and more education and experience from 15-36 monthsexperience from 15-36 months

Physical environments were safe, clean, and Physical environments were safe, clean, and stimulatingstimulating

Care was provided in an in-home arrangement Care was provided in an in-home arrangement rather than a child-care center (decreasing in rather than a child-care center (decreasing in importance at 36 months)importance at 36 months)

WHAT IS THE OVERALL QUALITY OF WHAT IS THE OVERALL QUALITY OF CHILD CARE FOR 1- TO 3-YEAR OLDS IN CHILD CARE FOR 1- TO 3-YEAR OLDS IN

THE UNITED STATES?THE UNITED STATES?

NICHDNICHD NICHD NICHD Extrap Extrap ObservedObserved ImputedImputed

U.S. U.S.Observed CaregivingObserved Caregiving (4-pt scale):(4-pt scale):

PoorPoor (< 2 pts) (< 2 pts) 6% 6% 7% 7% 8% 8%

FairFair (2 to < 3 pts) (2 to < 3 pts) 51%51% 53%53% 53%53%

GoodGood (3 to < 3.5 pts) (3 to < 3.5 pts) 32%32% 31%31% 30%30%

ExcellentExcellent (> 3.5 pts) (> 3.5 pts) 11%11% 9% 9% 9%9%

Selected results from 0 to 3 years:Selected results from 0 to 3 years:Number of centers meeting Number of centers meeting recommended guidelinesrecommended guidelines

6mo. 15mo. 24mo. 36mo.

Child-staff ratios 36% 20% 26% 56%

Small group sizes 35% 25% 28% 63% Caregiver education 56% 60% 65% 75%

Caregiver training 65% 69% 77% 80%

Does quality and quantity of care Does quality and quantity of care affect children’s development?affect children’s development?

Yes, and Yes!Yes, and Yes!

((More information available on More information available on the web at www.rti.orgthe web at www.rti.org))

Selected outcomesSelected outcomes

Mother-child relationshipMother-child relationship Social competence, peer relations Social competence, peer relations

and behavioral problemsand behavioral problems AttentionAttention and cognitive and cognitive

developmentdevelopment Language developmentLanguage development School readinessSchool readiness

Future directionsFuture directions> Phase I data set (ages 1 through 3 years) Phase I data set (ages 1 through 3 years)

currently available on webcurrently available on web

> Phase II data (4.5 years through first grade) Phase II data (4.5 years through first grade) analyses just about complete analyses just about complete

> Phase II data set to be available October 31, 2002Phase II data set to be available October 31, 2002

> Phase III data (3rd to 6th grades) in collectionPhase III data (3rd to 6th grades) in collection

> Phase IV (8Phase IV (8thth and 10 and 10thth grades) coming up soon! grades) coming up soon!

Additional Additional supplemental slides…supplemental slides…

Measuring Child careMeasuring Child care

Effects of care on mother-Effects of care on mother-child interaction and child interaction and Child’s attachment Child’s attachment

securitysecurity

What did we measure What did we measure in the in the

child care setting?child care setting?

Measures of the Child Care Measures of the Child Care ContextContext

Child Care ContextChild Care ContextStructural RegulablesStructural Regulables QuantityQuantity StabilityStability QualityQuality TypeType Caregiver CharacteristicsCaregiver Characteristics Experience with Peers Experience with Peers

Time of Measurement

6 15 24 36 54Construct

• Observed Child-Staff Ratio•Observed Group Size• Age Mix• Licensure

Structural Characteristics

Caregiver CharacteristicsCaregiver Characteristics

EducationEducation Specialized TrainingSpecialized Training ExperienceExperience WagesWages ProfessionalismProfessionalism Beliefs: ModernityBeliefs: Modernity Attitudes about careAttitudes about care

Quality of CareQuality of Care ORCE (Observational Record of the ORCE (Observational Record of the

CaregivingCaregiving Environment)Environment)

Child-Care HOME Child-Care HOME

ProfileProfile

QUALITY OF CARE: THE OBSERVATIONAL QUALITY OF CARE: THE OBSERVATIONAL RECORD OF THE CAREGIVING ENVIRONMENT RECORD OF THE CAREGIVING ENVIRONMENT

(ORCE)(ORCE)

Behavioral scalesBehavioral scales: Frequency counts of specific : Frequency counts of specific caregiving acts with the child caregiving acts with the child

Qualitative ratingsQualitative ratings: Ratings of the quality of the : Ratings of the quality of the caregiver’s behavior in relation to the childcaregiver’s behavior in relation to the child

Four 44-minute cycles of observationsFour 44-minute cycles of observations Trained, reliable observersTrained, reliable observers Observations took place over 2 days, within 2 Observations took place over 2 days, within 2

weeksweeks

Quality of Child Care: ORCEQuality of Child Care: ORCE

• Shared positive affectShared positive affect

• Positive physical Positive physical contactcontact

• Responds to Responds to vocalization/child’s vocalization/child’s talktalk

• Speaks positively to Speaks positively to childchild

• Asks questions of Asks questions of childchild

• Other talk to childOther talk to child

Stimulates cognitive Stimulates cognitive development/teachedevelopment/teaches academic skills academic skill

Facilitates behaviorFacilitates behavior

• Mutual exchange Mutual exchange

• Negative/restricting Negative/restricting actions (reversed)actions (reversed)

• Speaks negatively to Speaks negatively to child (reversed)child (reversed)

• Child : watching, Child : watching, unoccupied unoccupied

The ORCE Rating ScalesThe ORCE Rating Scales

• StimulationStimulation

• Sensitivity/responsiveness Sensitivity/responsiveness

• Positive regardPositive regard

• Detachment/disengagementDetachment/disengagement

• Flat affectFlat affect

• Intrusiveness (at 36 months)Intrusiveness (at 36 months)

• Fosters exploration (at 36 months)Fosters exploration (at 36 months)

ORCE RATINGS OF POSITIVE ORCE RATINGS OF POSITIVE CAREGIVINGCAREGIVING

Ratings were completed at the end of each Ratings were completed at the end of each 44-minute cycle44-minute cycle

Sensitivity/responsiveness to nondistressed Sensitivity/responsiveness to nondistressed communicationcommunication

Stimulation of developmentStimulation of development Positive regardPositive regard Detachment/disengagementDetachment/disengagement Flat affectFlat affect Intrusiveness (at 36 months)Intrusiveness (at 36 months) Fosters exploration (at 36 monthsFosters exploration (at 36 months))

Quality of Home Environment: Quality of Home Environment: Mother-child Interaction Mother-child Interaction

Does Child Care affect the Does Child Care affect the Mother-Child Relationship?Mother-Child Relationship?

We measured the mother-child We measured the mother-child relationship in two waysrelationship in two ways

Quality of maternal caregivingQuality of maternal caregiving Child’s attachment to motherChild’s attachment to mother

Home Environment Home Environment MeasuresMeasures

Home/Family ContextHome/Family Context

Household Members Household Members

Family Structure Family Structure

Quality of Family Environment Quality of Family Environment

Quality of Mother-child Interaction Quality of Mother-child Interaction

Quality of Father-child Interaction Quality of Father-child Interaction

Parent Characteristics Parent Characteristics

Time of Measurement

1 6 15 24 36 54 1st

Quality of Home Environment: Quality of Home Environment: HOMEHOME (Caldwell & Bradley) (Caldwell & Bradley)

Positive involvementPositive involvement

Lack of negativityLack of negativity

How we measured the How we measured the quality of maternal quality of maternal

caregivingcaregiving Qualitative ratings of mothers’ Qualitative ratings of mothers’

sensitivity during a 15 minute play sensitivity during a 15 minute play procedureprocedure

At 6, 15, 24, and 36 monthsAt 6, 15, 24, and 36 months

Coded by reliable observers from Coded by reliable observers from videotapesvideotapes

Quality of Home Environment:Quality of Home Environment:Mother-child InteractionMother-child Interaction

Ratings from 15 minute video taped interactions: Ratings from 15 minute video taped interactions:

Sensitivity to nondistressSensitivity to nondistress DetachmentDetachment IntrusivenessIntrusiveness Cognitive stimulationCognitive stimulation Positive regardPositive regard Negative regardNegative regard Child positive engagementChild positive engagement

How we coded the quality How we coded the quality of maternal caregivingof maternal caregiving

Maternal behaviorMaternal behavior– sensitivity to nondistress/supportive presencesensitivity to nondistress/supportive presence– intrusivenessintrusiveness– stimulation of cognitive developmentstimulation of cognitive development– positive regardpositive regard– negative regard/hostilitynegative regard/hostility– flatnessflatness

Child behaviorChild behavior– positive affect (agency)positive affect (agency)– negativitynegativity– engagement of motherengagement of mother– affection for motheraffection for mother

How we measured the How we measured the child’s attachment to the child’s attachment to the

mothermother Strange Situation laboratory Strange Situation laboratory

procedureprocedure

Secure Attachment: Child re-Secure Attachment: Child re-establishes positive contact with establishes positive contact with mother following separationmother following separation

Insecure Attachment: Avoidance of Insecure Attachment: Avoidance of mother or inability to receive mother or inability to receive comfort from mothercomfort from mother

What predicted attachment What predicted attachment security at 15 months?security at 15 months?

Family/child factorsFamily/child factors– Secure attachment more likely when mothers Secure attachment more likely when mothers

were better adjustedwere better adjusted– Secure attachment more likely when mothers Secure attachment more likely when mothers

were more sensitivewere more sensitive

Child Care factorsChild Care factors– No main effect of child careNo main effect of child care– Interaction: When mothers were less sensitive, Interaction: When mothers were less sensitive,

and there were more hours of child care, or care and there were more hours of child care, or care that is low-quality, or more than one that is low-quality, or more than one arrangement=> fewer secure attachmentsarrangement=> fewer secure attachments

Main findings over the years:Main findings over the years: Families are using nonmaternal care of various Families are using nonmaternal care of various

sorts in large, and children are entering into sorts in large, and children are entering into care at an early age.care at an early age.

Child care does NOT, in and of itself, affect the Child care does NOT, in and of itself, affect the child’s attachment to the mother.child’s attachment to the mother.

Parenting has stronger effects on child Parenting has stronger effects on child outcomes than child care experience.outcomes than child care experience.

By age 54 months, nearly all families are using By age 54 months, nearly all families are using nonmaternal care, and most, center care. nonmaternal care, and most, center care.

More care in hours per week is associated withMore care in hours per week is associated with– More school readinessMore school readiness– More behavior problems (within normal More behavior problems (within normal

range)range)

Most exciting for the field…Most exciting for the field…

Public availability of the data set Public availability of the data set Phase I and Phase II now publicly Phase I and Phase II now publicly

available.available. Phase III ongoing, but will be Phase III ongoing, but will be

available.available. Phase IV will be funded.Phase IV will be funded.

Project 2: Project 2: Barriers to Child Care SubsidyBarriers to Child Care Subsidy

Three studies with Henry Tran and Three studies with Henry Tran and Michelle HarmonMichelle Harmon

Funded by Administration for Children and Funded by Administration for Children and Families, HHS.Families, HHS.

Study 1: Fewer than half the low income Study 1: Fewer than half the low income mothers in Philadelphia were receiving the mothers in Philadelphia were receiving the subsidies to which they were entitled.subsidies to which they were entitled.

Study 2: What do parents value in child Study 2: What do parents value in child care?care?

Study 3: So what: is subsidized care any Study 3: So what: is subsidized care any better?better?

Project 3:

Participation in the Universities Children’s Policy Collaborative

(Research Team for the Early Childhood Task Force)

Project 3: Universities Children’s Policy Project 3: Universities Children’s Policy Collaborative (UCPC)Collaborative (UCPC)

Penn State UniversityPenn State University Prevention Research Center – Mark GreenbergPrevention Research Center – Mark Greenberg Early Childhood Training Institute – Rick FieneEarly Childhood Training Institute – Rick Fiene

Temple UniversityTemple University Center For Public Policy Center For Public Policy

Anne Shlay, Marsha Weinraub, Kathy Hirsh-Anne Shlay, Marsha Weinraub, Kathy Hirsh-PasekPasek

University of PittsburghUniversity of Pittsburgh Office of Child DevelopmentOffice of Child Development

Chris Groark, Bob McCall – Co-DirectorsChris Groark, Bob McCall – Co-DirectorsRobert Nelkin – Director of Policy InitiativesRobert Nelkin – Director of Policy Initiatives

Projects for the Governor’s Task ForceProjects for the Governor’s Task Force

Review of Science-Based Best Practices Review of Science-Based Best Practices and Programs in Early Childhoodand Programs in Early Childhood

2002 Pennsylvania Surveys2002 Pennsylvania Surveys– PA Families with Young ChildrenPA Families with Young Children– PA Education and Child Care ProvidersPA Education and Child Care Providers

CentersCenters HomesHomes

– Observations of Classroom Quality in PAObservations of Classroom Quality in PA– Higher Education Programs in PAHigher Education Programs in PA

. . Findings of the 2002 Survey of PA families Findings of the 2002 Survey of PA families

Two-thirds of Pennsylvania families have their Two-thirds of Pennsylvania families have their children in a child care arrangement or educational children in a child care arrangement or educational program on a regular weekly basis. program on a regular weekly basis.

The majority of infants under one year of age are The majority of infants under one year of age are cared for by someone other than a parent at least cared for by someone other than a parent at least part-time each week. part-time each week.

43% of children under the age of 6 years are in a 43% of children under the age of 6 years are in a nonparental arrangement at least 20 hours a week, nonparental arrangement at least 20 hours a week, and 25% for at least 35 hours per week. and 25% for at least 35 hours per week.

Similarities across metropolitan, small cities, and Similarities across metropolitan, small cities, and rural areas suggest that child care concerns are rural areas suggest that child care concerns are pervasive across the State.pervasive across the State.

A Preschool Crisis?A Preschool Crisis?

More than half of Pennsylvania’s 3- and 4- year More than half of Pennsylvania’s 3- and 4- year old children receive no regular educational old children receive no regular educational programming outside the home that would programming outside the home that would prepare them for school entry.prepare them for school entry.

Low-income families and less educated Low-income families and less educated parents are less likely to use such programs parents are less likely to use such programs than other families.than other families.

Although 75% of 3 and 4 year-old children Although 75% of 3 and 4 year-old children were in some type of regular non-parental were in some type of regular non-parental arrangement, arrangement,

Fewer than half (44%) spend regular time each Fewer than half (44%) spend regular time each week in a center-based program that would week in a center-based program that would help them prepare for school entry.help them prepare for school entry.

More on preschool…More on preschool…

Twenty-five percent of 3 and 4 year-olds Twenty-five percent of 3 and 4 year-olds are in theare in the exclusive care of their parentsexclusive care of their parents

12% of children between 3 and 4 years of 12% of children between 3 and 4 years of age are enrolled in child care centers age are enrolled in child care centers

19% in preschools19% in preschools 5% in Head Start programs, and 5% in Head Start programs, and 8% in pre-kindergarten or kindergarten 8% in pre-kindergarten or kindergarten

programs. programs.

Figure 1: Hours per Week that Children Spend in their Care/Education Arrangement

Not in care(31%)

1 - 9 hours(15%)

10 - 19 hours(11%)

20 - 34 hours(17%)

35 - 49 hours(21%)

50+ hours(5%)

Figure 2: Age Differences in the Use of Different Care/Education Arrangements

Type of Arrangement

Program/Center care

Out-of-homefamily child care

Non-parentalin-home care

No non-parentalin-home care

60

50

40

30

20

10

0

Child’s age under 1

1 to 2 yrs

2 to 3 yrs

3 to 5 yrs

5 to 6 years

Per

cent

of

tota

l sam

ple

Some High School/High School Graduate Some college

College Graduate/Post-Graduate

Non-parental in-home care

Out-of home family child care

Program/Center care

Parent as family care provider

No non-parental care

37%

18%

22%

20%

4%

26%

13%

29%

26%

7%32%

12%

17%

37%

3%

Figure 6: Type of Care/Education Arrangement by Respondent’s Education

0

20

40

60

80P

erce

ntag

es (

%)

Family members

Religiousgroups

Health provider

Childcare provider

Parenting support group

Books/Magazines

Internet Other

Type of support

Figure 8: Sources of Support Parents Have Used in Past 12 Months

A lot of responsibility

(16.4%)

Some responsibility

(56.3%)

A littleresponsibility

(1.8%)

No role/responsibility

(22.3%)

Refused(0.1%)

Don't know(2.6%)

Figure 9: How Much of a Role Should Government Play in Helping Children to Become Reading Ready?

Lab’s future directionsLab’s future directions

Continuing with Phase I and II and III Continuing with Phase I and II and III analyses of NICHD dataanalyses of NICHD data

Barriers to child care subsidies Barriers to child care subsidies continuingcontinuing

UCPC collaboration very fruitfulUCPC collaboration very fruitful Hope to continue basic research in Hope to continue basic research in

early personality and social early personality and social developmentdevelopment– AttachmentAttachment– Parent-child relationsParent-child relations