Deborah Lowe Vandell
Chancellor's Professor Emerita, Education
School of Education
School of Education
Ph.D., Boston University, 1977, Psychology
B.A., Rice University, 1971, Psychology
M.Ed., Harvard University, 1972, Human Development
B.A., Rice University, 1971, Psychology
M.Ed., Harvard University, 1972, Human Development
University of California, Irvine
2050 Education
Mail Code: 5500
Irvine, CA 92697
2050 Education
Mail Code: 5500
Irvine, CA 92697
Research Interests
early care and education; afterschool programs; longitudinal studies of development
Websites
Research Abstract
I have longstanding interests in three areas: (1) early child care and education - its effects on children's social, cognitive, and behavioral development and strategies for improving the quality of early care and education, (2) after school programs and activities - their impact on children and youth and strategies for improving the quality of after-school programs, and (3) children's relationships with peers, parents, siblings, teachers, and mentors as developmental and educational contexts. My work typically involves mixed methods, including observations, interviews, and surveys and spans infancy through adulthood.
Please visit my Research Website for all research projects and research reports!
Please visit my Research Website for all research projects and research reports!
Awards and Honors
2019 - 2021 -- President, Division 7 (Developmental Psychology) of the American
Psychological Association
2019 Distinguished Contributions to Public Policy and Practice in Child
Development; Society for Research in Child Development
2014 25 Most Influential People in Afterschool; National Afterschool Association
2014 National Afterschool Champion; Afterschool Alliance
2014 10 Women to Watch; Orange County Register newspaper
2013 Elected to the National Academy of Education
2011-2017 Governing Council, Society for Research in Child Development
2008 Elected Fellow, American Educational Research Association
2005 Elected Fellow, Association of Psychological Science
2004 Named Sears-Bascom Professor of Education, University of Wisconsin-
Madison
2002 Distinguished Faculty Achievement Award, University of Wisconsin-Madison
1999 Elected Fellow, American Psychological Association
1993 Vilas Associates Award, University of Wisconsin-Madison
1982 Minnie Stevens Piper Outstanding Teacher Award, University of Texas at Dallas
1982 Foundation for Child Development Young Scholar
Psychological Association
2019 Distinguished Contributions to Public Policy and Practice in Child
Development; Society for Research in Child Development
2014 25 Most Influential People in Afterschool; National Afterschool Association
2014 National Afterschool Champion; Afterschool Alliance
2014 10 Women to Watch; Orange County Register newspaper
2013 Elected to the National Academy of Education
2011-2017 Governing Council, Society for Research in Child Development
2008 Elected Fellow, American Educational Research Association
2005 Elected Fellow, Association of Psychological Science
2004 Named Sears-Bascom Professor of Education, University of Wisconsin-
Madison
2002 Distinguished Faculty Achievement Award, University of Wisconsin-Madison
1999 Elected Fellow, American Psychological Association
1993 Vilas Associates Award, University of Wisconsin-Madison
1982 Minnie Stevens Piper Outstanding Teacher Award, University of Texas at Dallas
1982 Foundation for Child Development Young Scholar
Short Biography
Deborah Lowe Vandell is a Chancellor's Professor of Education Emerita at the University of California, Irvine, where she served as the Founding Dean of the School of Education. An author of more than 200 articles and four books, her research focuses on the effects of developmental contexts (early care and education, K-12 schools, after-school programs, families) on children’s social, behavioral, and academic functioning. As one of the principal investigators with the NICHD Study of Early Child Care and Youth Development (SECCYD), she has conducted an intensive study of 1300 children from birth through Age 26 years. Her research projects also have studied the effects of after-school programs, extracurricular activities, and unsupervised time on academic and social outcomes. This work has underscored the importance of out-of-school time as a key factor in children’s success at school. Professor Vandell started her career as an elementary school teacher. She earned her master’s degree in education at Harvard University and later received a Ph.D. in Psychology from Boston University. She has been elected to the National Academy of Education and has served as the President of Division 7 (Developmental Psychology) of the American Psychological Association and on the Governing Council of the Society for Research in Child Development. She has been recognized by the Society for Research in Child Development for Distinguished Career Contributions to Public Policy and Practice in Child Development. She is a Fellow of the American Educational Research Association, the American Psychological Association, and the Association of Psychological Science.
Publications
5. Steinberg, L., Vandell, D. L., & Bornstein, M. (2011). Development: Infancy through adolescence. Belmont CA: Wadsworth Cengage Learning.
4. Steinberg, L., Bornstein, M., Vandell, D. L., & Rook, K. (2011). Lifespan development. Belmont CA: Wadsworth Cengage Learning.
3. NICHD Early Child Care Research Network. (Eds.). (2005). Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guilford.
2. Committee on Family and Work Policies. (2003). Working families and growing kids: Caring for children and adolescents. Washington, DC: National Academies Press. [Deborah Lowe Vandell served on the Committee that authored this report.]
1. Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. Also available as (Special Report No. 78). University of Wisconsin-Madison, Institute for Research on Poverty.
4. Steinberg, L., Bornstein, M., Vandell, D. L., & Rook, K. (2011). Lifespan development. Belmont CA: Wadsworth Cengage Learning.
3. NICHD Early Child Care Research Network. (Eds.). (2005). Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development. New York: Guilford.
2. Committee on Family and Work Policies. (2003). Working families and growing kids: Caring for children and adolescents. Washington, DC: National Academies Press. [Deborah Lowe Vandell served on the Committee that authored this report.]
1. Vandell, D. L., & Wolfe, B. (2000). Child care quality: Does it matter and does it need to be improved? Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services. Also available as (Special Report No. 78). University of Wisconsin-Madison, Institute for Research on Poverty.
192. Bustamante, A. S., Bermudez, V. N., Belgrave, A. B., Ochoa, K. D., & Vandell, D. L. (2023). Quality of early childcare and education predicts high school STEM achievement for students from low-income background. Developmental Psychology.
191. Duncan, R., Schmitt, S., Norgren, I, & Vandell, D. L. (2023). Additive and synergistic relations of early mother-child and caregiver-child interactions and outcomes in adulthood. Infant and Child Development.
190. Gülseven, Z., Puente, K., Tulagan, N., Zarrett, N., Simpkins, S. D., & Vandell, D. L. (2023). Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement. Applied Developmental Science. DOI: 10.1080/10888691.2022.2158827
189. Hsieh, T-Y, Simpkins, S. D., & Vandell, D. L., (2023). Longitudinal associations between adolescent out-of-school time and adult substance use. Journal of Adolescence, 95:131–146. DOI: 10.1002/jad.12104
188. Karlsen, L., Rydland, V., Buelon, E., Vandell, D.L., & Lekhal, R. (2023). The factor structure of the Classroom Assessment Scoring System Pre-K and the Mature Play Observation Tool in multi-ethnic Norwegian early children centers. Journal of Early Childhood Research.
187. Koepp, A. E., Watts, T. W., Gershoff, E. T., Ahmad, S. F., Davis-Kean, P., Duncan, G. J., Kuhfeld, M. & Vandell, D. L. (2023). Self-regulation problems in childhood prospectively predicts adult outcomes: A conceptual replication of Moffitt et al. (2011) using cohorts from the U.S. and the U. K. Developmental Psychology.
186. Simpkins, S. D., Vandell, D. L., & Lui, Y. (2023). Participation and enjoyment of organized activities during adolescence as predictors of activities in adulthood. Journal of Research in Adolescence.
185. Vandell, D. L. & Gulseven, Z. (2023). The Study of Early Child Care and Youth Development (SECCYD): Studying development from infancy to adulthood. Annual Review of Developmental Psychology, Volume 5.
184. Whitaker, A.A., Yoo, P., Vandell, D. L., & Duncan, G. J. (2023). Does cognitive stimulation and emotional support in the preschool home and child care environments predict long-run outcomes? Developmental Psychology.
183. Hart, E. R., Vandell, D.L., Whitaker, A. A., & Watts, T. W. (2022). Childcare and family processes: Bi-directional relations between childcare quality, home environment, and maternal wellbeing. Child Development. DOI: 10.1111/cdev.1385
182. Kunkel, J., Vandell, D.L., Booth-LaForce, C., Roisman, G., (2022). Early maternal sensitivity and physical health: Enduring or transient associations from childhood to adulthood? Developmental Psychology. 58:12, 2252.
181. Ma, T-L, Zarrett, N., Puente, K., Liu, Y., Vandell, D. L., Simpkins, S. D., & Yu, M. (2022). Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence. Journal of Early Adolescence. 42(6), 765–792 https://doi.org/10.1177/02724316221078829
180. Pianta, R. C., Ansari, A., & Vandell, D. L. (2022). Does attendance in private schools across the K-12 years predict individual outcomes through young adulthood? Journal of Education and Human Development, 11:1, 12-27.
179. Tian, J., Ren, K., Newcombe, N.S., Weinraub, M., Vandell, D. L., & Gunderson, E.A. (2022). Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills. Developmental Science. https://doi.org/10.1111/desc.13302
178. Ahmed, S., Kuhfeld, M., Watts, T., Davis-Kean, P., & Vandell, D. L. (2021). Preschool executive function and adult outcomes: A developmental cascade model. Developmental Psychology, 57:2, 2234-2249, https://doi.org/10.1037/dev0001270
177. Bradley, R. H. Pennar, A.L., Iida, M., Owen, M.T., & Vandell, D. L. (2021). Changes in the organization of paternal behavior during early and middle childhood. Parenting: Science and Practice, 21:2, 141-167, DOI: 10.1080/15295192.2019.1701936
176. Bustamante, A., Dearing, E., Zachrisson, H. D., & Vandell, D. L. (2021). Adult outcomes of sustained high-quality early childcare and education: Do they vary by family income? Child Development. https://DOI: 10.1111/cdev.13696
175. Gülseven, Z., Liu, Y., Ma, T.-L., Yu, M. V. B., Simpkins, S. D., Vandell, D. L., & Zarrett, N. (2021). The development of cooperation and self-control in middle childhood: Associations with earlier maternal and paternal parenting. Developmental Psychology, 57(3), 397–409. https://doi.org/10.1037/dev0001151
174. Gülseven, Z., Yu, M. V., Zarrett, N., Vandell, D. L., Simpkins, S. (2021). Staying on the moral path: Roles of childhood self-control and cooperation in keeping adolescents from moral disengagement. Development and Psychopathology. 1–11, doi:10.1017/S0954579421000584
173. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2021). Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance at end of high school. Journal of Adolescence, 92, 152-164. https://doi.org/10.1016/j.adolescence.2021.09.002
172. Nivison, M.D., Vandell, D. L., & Roisman, G. I. (2021). Convergent and discriminant validity of retrospective assessments of the quality of childhood parenting: Prospective evidence from infancy to age 26 years. Psychological Science. 32:5, 721–734. DOI: 10.1177/0956797620975775
171. Vandell, D.L., Kuhfeld, M., Gershoff, E. & Crosnoe, R. (2021). Predictors and consequences of school mobility in middle childhood. Journal of Applied Developmental Psychology, 76, 101309. ?https://doi.org/10.1016/j.appdev.2021.101309
170. Vandell, D. L., Simpkins, S. D., & Liu, Y. (2021). From early care and education to adult problem behaviors: A prevention pathway through children’s afterschool organized activities. Development and Psychopathology, 33, 658–669
169. Connor, C.M., Adams, A., Zargar, E., Wood, T., Hernandez, B. E., & Vandell, D. L. (2020). Observing individual children in early childhood classrooms using OLOS: Optimizing Learning Opportunities for Students. Early Childhood Research Quarterly, 52, 74-89. https://doi.org/10.1016/j.ecresq.2019.10.001
168. Dagan, O., Buisman, R. S. M, Nivison, M.D., Waters, T. E. A., Vaughn, B. E., Bost, K. K. Vandell, D.L., Booth-LaForce, C. & Roisman, G. I. (2020). Does secure base script knowledge mediate associations between observed parental caregiving during childhood and adult romantic relationship quality and health? Attachment and Human Development. doi: 10.1080/14616734.2020.1836858
167. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2020). Afterschool program staff, teachers, and mothers: Relationships with key adults and child functioning in early school. Applied Developmental Science. https://doi.org/10.1080/10888691.2020.1826321
166. Ma, T-L, Zarrett, N., Simpkins, S., Vandell, D. L., & Jiang, S. (2020). Patterns of prosocial behavior in middle childhood predicting peer relations during early adolescence. Journal of Adolescence, 78, 1-8. https://doi.org/10.1016/j.adolescence.2019.11.004
165. Simpkins, S. D., Tulagan, N., Lee, G., Ma, T-L., Zarrett, N., & Vandell, D. L. (2020) Youth’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and early adulthood. Developmental Psychology, 56(12), 2281–2292. https://doi.org/10.1037/dev0001113
164. Vandell, D. L., Lee, K. T. H, Whitaker, A. & Pierce, K. M. (2020). Cumulative and differential effects of early childcare and out-of-school-time activities on adolescent functioning. Child Development, 91:1, 129-144. DOI - 10.1111/cdev.13136
163. Vandell, D. L., Simpkins, S. D. Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2020). Afterschool programs, extracurricular activities, and unsupervised time: Are Patterns of participation linked to developmental outcomes in middle childhood? Applied Developmental Science, DOI: 10.1080/10888691.2020.1843460
162. Wegemer, C. & Vandell, D. L. (2020). Parenting, temperament, and attachment security as antecedents of political orientations: Longitudinal evidence from early childhood to age 26. Developmental Psychology, 56(7), 1360-1371. http://dx.doi.org/10.1037/dev0000965
161. Zarrett, N., Liu. Y, Vandell, D. L., & Simpkins, S.D. (2020). The role of organized activities in supporting youth moral and civic development: A review of the literature. Adolescent Research Review. https://doi.org/10.1007/s40894
160. Bates, C. R., Bohnert, A. M., Buscemi, J., Vandell, D. L., Lee, K. T. H., & Bryant, F. B. (2019). Family entropy: Understanding the organization of the family home environment and impact on child health behaviors and weight. Translational Behavioral Medicine, 9:3, 313-421. https://doi: 10.1093/tbm/ibz042
159. Duncan, R. J., Schmitt, S. A., Vandell, D. L. (2019). Additive and synergistic relations of early mother- and caregiver-child interactions for predicting later achievement. Developmental Psychology, 55(12), 2522-2533. https://doi.org/10.1037/dev0000824
158. Vandell, D. L., Simpkins, S., & Wegemer, C. (2019). Parenting and children’s organized activities. In M. Bornstein (Ed.) Handbook of Parenting (3rd Edition). Volume 5. The Practice of Parenting. New York: Wiley and Sons. doi: https://doi.org/10.4324/9780429401695-12
157. Lee, K. T. H, Lewis, R. W., Kataoka, S. Schenke, K., & Vandell, D. L. (2018). Out-of-school time and behaviors during adolescence. Journal of Research on Adolescence, 28:2, 284-293.
156. Vandell, D.L., & Watts, T.W. (2018). Self-care. In M.H. Bornstein (Editor-in-Chief), M. Arterberry, J. E. Lansford, & K. L. Fingerman (Eds.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: SAGE.
155. Bradley, R.H., Pennar, A., Iida, M., Owen, M. T., & Vandell, D. L. (2017). The dialectics of parenting: Changes in the interplay of maternal behaviors during early and middle childhood. Journal of Child and Family Studies, 26:11, 3214-3225.
154. Lerner, R. M., Vandell, D. L., & Tirrell, J. M. (2017). Approaches to the development of character. Journal of Character Education, 13:1, v –x.
153. Jenkins, J.M., Farkas, G., Duncan, G. J., Burchinal, M. & Vandell, D.L. (2016). Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective? Educational Evaluation and Policy Analysis. 38:1, 88-112.
152. Vandell, D. L., Burchinal, M., Pierce, K. M. (2016). Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 52:10, 1634-1645.
151. Vandell, D. L., & Lao, J. (2016). Building and retaining a high quality professional staff for extended education. International Journal of Research on Extended Education. 4:2, 42-65.
150. Vandell, D. L., Simzar, R., O’Cadiz, P., & Hall, V. (2016). Findings from an afterschool STEM learning initiative. Journal of Expanded Learning Opportunities, 1:3, 7-26.
149. Lawrence, J. F., Hinga, B.M. Mahoney, J.L., & Vandell, D. L (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal of Research on Extended Education. 3:1, 5-18.
148. Lee, K.T.H., & Vandell, D. L. (2015). Out-of-school-time and adolescent substance use. Journal of Adolescent Health. 57:5, 523-529.
147. Vandell, D. L., Larson, R., Mahoney, J., & Watts, T. (2015). Children’s organized activities. In R. Lerner (Series Ed.) and M. H. Bornstein & T. Leventhal (Volume Eds.), Handbook of Child Psychology and Developmental Science (7th ed.): Vol. 4. Ecological Settings and Processes in Developmental Systems. New York: Wiley Inter-science. DOI: 10.1002/9781118963418.childpsy408
146. Auger, A., Farkas, G., Burchinal, M., Duncan, G. J., & Vandell, D. L. (2014). Preschool center care quality effects on academic achievement: An instrumental variable analysis. Developmental Psychology. 50(12), 2559-2571.
145. Burchinal, M., Vandell, D. L., & Belsky, J. (2014). Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 50:2, 542-553.
144. Miller, E., Farkas, G., Vandell, D. L., & Duncan, G. (2014). Do the effects of Head Start vary by parental pre-academic stimulation? Child Development, 85:4, 1385-1400.
143. Kataoka, S., & Vandell, D. L., (2013). Quality of afterschool activities and relative change in adolescent functioning over two years. Applied Developmental Science, 17(3), 123–134, 2013
142. Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., Ruzek, E. A., & Howes, C. (2013). Child care quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development. 84(4), 1171-90.
141. Li, W., Farkas, G., Duncan, G. J., Burchinal, M. R., & Vandell, D. L. (2013). Timing of high-quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49, 1440-1451.
140. O’Brien, M., Weaver, J.M., Burchinal, M.R., Clarke-Stewart, K.A., & Vandell, D.L. (2013). Women’s work and child care: Perspectives and prospects. In E.T. Gershoff, R. S. Mistry, & D. A. Crosby (Eds) Children in Contexts: Social, Media, Economic, and Policy Influences on Development. Oxford University Press
Received the Social Policy Award for Best Edited Book from the Society for Research on Adolescence
139. Vandell, D. L. (2013). Afterschool program quality and student outcomes: Reflections on key findings from recent research. /In T. K. Peterson (Ed.) Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. Washington, DC. Collaborative Communications Group.
138. Reich, S. M., & Vandell, D. L. (2011). The interplay between parents and peers as socializing influences in children’s development. In P. Smith & C. Hart (Eds.), Wiley-Blackwell Handbook of Childhood Social Development. Oxford, England: Wiley-Blackwell.
137. Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology, 45, 381-393.
136. Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Child Development, 81, 737–756.
135. Mahoney, J. L., Vandell, D. L., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 2. Contextual influences on adolescent development (3rd ed). New York: Wiley.
134. NICHD Early Child Care Research Network. (2009). Family-peer linkages: The mediational role of attentional processes. Social Development. 18, 875-895.
133. NICHD Early Child Care Research Network. (2008). Mothers’ and fathers’ support for child autonomy and early school achievement. Developmental Psychology, 44(4), 895-907.
132. NICHD Early Child Care Research Network. (2008). Social competence with peers in third grade: Associations with earlier peer experiences in child care. Social Development, 17(3), 419-453.
131. Shernoff, D. J., & Vandell, D. L. (2008). Youth engagement and quality of experience in afterschool programs. Afterschool Matters Occasional Papers Series. New York: Robert Bowne Foundation.
130. Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., Owen, M. T., & NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78(2), 681-701.
129. Bradley, R. H., & Vandell, D. L. (2007). Child care and the well-being of children. Archives of Pediatrics and Adolescent Medicine, 161(7), 669-676.
128. Dilworth-Bart, J., Khurshid, A., & Vandell, D. L. (2007). Do maternal stress and home environment mediate the relation between early income-to-need and 54-month attentional abilities? Infant and Child Development, 16, 525-552.
127. NICHD Early Child Care Research Network (2007). Age of entry to kindergarten and children’s academic achievement and socioemotional development. Early Education and Development, 18(2), 337-368.
126. Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903.
125. Vandell, D. L. (2007). Early child care: The known and the unknown. In G. Ladd (Ed.), Appraising the human development sciences: Essays in honor of Merrill-Palmer Quarterly (pp. 300-328). Detroit, MI: Wayne State University Press. (Updated and adapted from Merrill-Palmer Quarterly, 50(3), 387-414.)
124. NICHD Early Child Care Research Network. (2006). Child care effect sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.
123. NICHD Early Child Care Research Network. (2006). Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality. Developmental Psychology, 42(1), 38-58.
122. NICHD Early Child Care Research Network. (2006). Relations of classroom contexts in the early elementary years to children’s classroom and social behavior. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 217-236). New York: Cambridge University Press.
121. Pierce, K. M., & Vandell, D. L. (2006). Child care. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 721-732). Bethesda, MD: National Association of School Psychologists.
120. Vandell, D. L., Nenide, L., & Van Winkle, S. J. (2006). Peer relationships in early childhood. In K. McCartney & D. Phillips (Eds.), The Blackwell handbook of early childhood development (pp. 455-470). Oxford, UK: Blackwell.
119. NICHD Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105(3), 305-323.
118. NICHD Early Child Care Research Network. (2005). Duration and developmental timing of poverty and children’s cognitive and social development from birth through third grade. Child Development, 76(4), 795-810.
117. NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary grades: Follow-up results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3), 537-570.
116. NICHD Early Child Care Research Network. (2005). Oral language and reading: Reply to Bracken. Developmental Psychology, 41(6), 1000-1002.
115. NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428-442.
114. NICHD Early Child Care Research Network. (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41(1), 99-114.
113. Vandell, D. L., Shumow, L., & Posner, J. (2005). After-school programs for low-income children: Differences in program quality. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after school and community programs (pp. 437-456). Mahwah, NJ: Erlbaum.
112. Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). New Directions for Youth Development, 2005(105), 121–129.
111. McCartney, K., Owen, M. T., Booth, C. L., Clarke-Stewart, A., & Vandell, D. L. (2004). Testing a maternal attachment model of behavior problems in early childhood. Journal of Child Psychology and Psychiatry, 45(2), 765-778.
110. NICHD Early Child Care Research Network. (2004). Affect dysregulation in the mother-child relationship in the toddler years: Antecedents and consequences. Development and Psychopathology, 16, 43-68.
109. NICHD Early Child Care Research Network. (2004). Are child developmental outcomes related to before- and after-school care arrangements? Results from the NICHD Study of Early Child Care. Child Development, 75(1), 280-295.
108. NICHD Early Child Care Research Network. (2004). Does class size in first grade relate to children’s academic and social performance or observed classroom processes? Developmental Psychology, 40(5), 651-664.
107. NICHD Early Child Care Research Network. (2004). Fathers’ and mothers’ parenting behavior and beliefs as predictors of child social adjustment in the transition to school. Journal of Family Psychology, 18(4), 628-638.
106. NICHD Early Child Care Research Network. (2004, Spring). Multiple pathways to early academic achievement. Harvard Educational Review, 1-29.
105. NICHD Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69(4, Serial No. 278).
104. NICHD Early Child Care Research Network. (2004). Type of child care and children’s development at 54 months. Early Childhood Research Quarterly, 19(2), 203-230.
103. Vandell, D. L. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50(3), 387-414.
102. NICHD Early Child Care Research Network. (2003). Child care and common communicable illnesses in children aged 37 to 54 months. Archives of Pediatrics & Adolescent Medicine, 157(2), 196-200.
101. NICHD Early Child Care Research Network. (2003). Child care in the world—past and present: Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? The Journal of the Japan Society for Child Health, 62(4), 418-431.
100. NICHD Early Child Care Research Network. (2003). Do children’s attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39(3), 581-593.
99. NICHD Early Child Care Research Network. (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74, 976-1005.
98. NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4½? Developmental Psychology, 39, 451-469.
97. NICHD Early Child Care Research Network. (2003). Early child care and mother-child interaction from 36 months through first grade. Infant Behavior and Development, 26, 345-370.
96. NICHD Early Child Care Research Network. (2003). Families matter—even for kids in child care. Journal of Developmental and Behavioral Pediatrics, 24(1), 58-62.
95. NICHD Early Child Care Research Network. (2003). Frequency and intensity of activity of third-grade children in physical education. Archives of Pediatrics & Adolescent Medicine, 157(2), 185-190.
94. NICHD Early Child Care Research Network & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74(5), 1454-1475.
93. NICHD Early Child Care Research Network. (2003). The NICHD Study of Early Child Care: Contexts of development and developmental outcomes over the first seven years of life. In J. Brooks-Gunn, A. S. Fuligni, & L. J. Berlin (Eds.), Early childhood development in the 21st century: Profiles of current research initiatives (pp. 182-201). New York: Teachers College Press.
92. NICHD Early Child Care Research Network. (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74(6), 1639-1662.
91. Vandell, D. L. (2003, Spring). Playing by the rules: The 21st Century Community Learning Center Evaluation violates established research standards. The Evaluation Exchange.
90. Vandell, D. L., McCartney, K., Owen, M. T., Booth, C., & Clarke-Stewart, A. (2003). Variations in child care by grandparents during the first three years. Journal of Marriage and Family, 65(2), 375-381.
89. Vandell, D. L., & Pierce, K. M. (2003). Child care quality and children’s success at school. In A. J. Reynolds, M. C. Wang, & H. J. Walberg (Eds.), Early childhood programs for a new century (pp. 115-139). Washington, DC: Child Welfare League.
88. Booth, C. L., Clarke-Stewart, K. A., Vandell, D. L., McCartney, K., & Owen, M. T. (2002). Child-care usage and mother-infant “quality time”. Journal of Marriage and Family, 64(1), 16-26.
87. Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17(1), 52-86.
86. NICHD Early Child Care Research Network. (2002). Child-care structure ? process ? outcome: Direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199-206.
85. NICHD Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164.
84. NICHD Early Child Care Research Network. (2002). The interaction of child care and family risk in relation to child development at 24 and 36 months. Applied Developmental Science, 6(3), 144-156.
83. NICHD Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102(5), 367-387.
82. NICHD Study of Early Child Care Research Network. (2002). Parenting and family influences when children are in child care: Results from the NICHD Study of Early Child Care. In J. G. Borkowski, S. L. Ramey, & M. Bristol-Power (Eds.), Parenting and the child’s world: Influences on academic, intellectual, and social-emotional development (pp. 99-123). Mahwah, NJ: Erlbaum.
81. Vandell, D. L., & Pierce, K. M. (2002). Commentary: After-school programs and structured activities that support children’s development. In R. Garner (Ed.), Hanging out: Community-based after-school programs for children (pp. 167-178). Westport, CT: Greenwood.
80. Wolfe, B., & Vandell, D. L. (2002, July). Child care for low-income working families. Focus, 22(1), 106-111.
79. Wolfe, B., & Vandell, D. L. (2002, July 14). Welfare reform depends on good child care. The American Prospect, 13(13), A19-A22.
78. Goldsmith, H. H., Aksan, N., Essex, M., Smider, N. A., & Vandell, D. L. (2001). Temperament and socioemotional adjustment to kindergarten: A multi-informant perspective. In T. D. Wachs & G. A. Kohnstamm (Eds.), Temperament in context (pp. 103-138). Mahwah, NJ: Erlbaum.
77. NICHD Early Child Care Research Network. (2001). Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development. Early Education and Development, 12(4), 545-576.
76. NICHD Early Child Care Research Network. (2001). Child care and children’s peer interaction at 24 and 36 months: The NICHD Study of Early Child Care. Child Development, 72(5), 1478-1500.
75. NICHD Early Child Care Research Network. (2001). Child care and common communicable illnesses: Results from the National Institute of Child Health and Human Development Study of Early Child Care. Archives of Pediatrics & Adolescent Medicine, 155(4), 481-488.
74. NICHD Early Child Care Research Network. (2001). Child care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37(6), 847-862.
73. NICHD Early Child Care Network. (2001). A new guide for evaluating child care quality. Zero to Three, 21(5), 40-47.
72. NICHD Early Child Care Research Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22, 457-492.
71. Clarke-Stewart, K. A., Vandell, D. L., McCartney, K., Owen, M. T., & Booth, C. L. (2000). Effects of parental separation and divorce on very young children. Journal of Family Psychology, 14(2), 304-326.
70. NICHD Early Child Care Research Network (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 4(3), 166-175.
69. NICHD Early Child Care Research Network. (2000). Factors associated with fathers’ caregiving activities and sensitivity with young children. Journal of Family Psychology, 14(2), 200-219.
68. NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960-980.
67. Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36(6), 699-710.
66. Vandell, D. L., Dadisman, K., & Gallagher, K. (2000). Another look at the elephant: Child care research in the nineties. In R. D. Taylor & M. C. Wang (Eds.), Resilience across contexts: Family, work, culture, and community (pp. 91-120). Mahwah, NJ: Erlbaum.
65. Aksan, N., Goldsmith, H. H., Smider, N. A., Essex, M. J., Clark, R., Hyde, J. S., et al. (1999). Derivation and prediction of temperamental types among preschoolers. Developmental Psychology, 35, 958-971.
64. NICHD Early Child Care Research Network. (1999). Child care and mother-child interaction in the first 3years of life. Developmental Psychology, 35(6), 1399-1413.
63. NICHD Early Child Care Research Network. (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077.
62. NICHD Early Child Care Research Network. (1999). Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months. Developmental Psychology, 35(5), 1297-1310.
61. Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and children's adjustment in first-grade classrooms. Child Development, 70(3), 756-767.
60. Pierce, K. M., Strauman, T. J., & Vandell, D. L. (1999). Self-discrepancy, negative life events, and social support in relation to dejection in mothers of infants. Journal of Social and Clinical Psychology, 18(4), 490-501.
59. Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35, 868-879.
58. Shumow, L., Vandell, D. L., & Posner, J. K. (1999). Risk and resilience in the urban neighborhood: Predictors of academic performance among low-income elementary school children. Merrill-Palmer Quarterly, 45(2), 309-331.
57. Vandell, D. L., & Posner, J. (1999). Conceptualization and measurement of children’s after-school environments. In S. L. Friedman & T. D. Wachs, (Eds.) Measuring environment across the lifespan: Emerging methods and concepts (pp. 167-196). Washington, DC: American Psychological Association Press.
56. Vandell, D. L., & Shumow, L. (1999). After-school child care programs. Future of Children, 9(2), 64-80.
55. Vandell, D. L. & Su, H-c. (1999). Child care and school-age children. Young Children, 54(6), 62-71.
54. NICHD Early Child Care Research Network. (1998). Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months. Child Development, 69(4), 1145-1170.
53. NICHD Early Child Care Research Network. (1998). The NICHD Study of Early Child Care. Psychiatric Times, 15(3), 71-72.
52. NICHD Early Child Care Research Network. (1998). Relations between family predictors and child outcomes: Are they weaker for children in child care? Developmental Psychology, 34(5), 1119-1128.
51. Shumow, L., Vandell, D. L., & Posner, J. K. (1998). Harsh, firm, and permissive parenting in low-income families: Relations to children's academic achievement and behavioral adjustment. Journal of Family Issues, 19(5), 483-507.
50. Shumow, L., Vandell, D. L., & Posner, J. (1998). Perceptions of danger: A psychological mediator of neighborhood demographic characteristics. American Journal of Orthopsychiatry, 68(3), 468-478.
49. Vandell, D. L. (1998). Child care for low-income families: Dreams and real life. In F. Lamb-Parker, J. Hagen, R. Robinson, & C. Clark (Eds.), Children and families in an era of rapid change: Creating a shared agenda for researchers, practitioners, and policy makers (pp. 61-68). Washington, DC: U.S. Department of Health & Human Services, Administration for Children & Families.
48. NICHD Early Child Care Research Network. (1997). Child care in the first year of life. Merrill-Palmer Quarterly, 43(3), pp. 340-360.
47. NICHD Early Child Care Research Network. (1997). The effects of infant child care on infant-mother attachment security: Results of the NICHD Study of Early Child Care. Child Development, 68(5), 860-879.
46. NICHD Early Child Care Research Network. (1997). Familial factors associated with characteristics of nonmaternal care for infants. Journal of Marriage and the Family, 59(2), 389-408.
45. NICHD Early Child Care Research Network. (1997). Poverty and patterns of child care. In G. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 100-131). New York: Russell Sage.
44. Vandell, D. L. (1997). Child care as a developmental context. Merrill-Palmer Quarterly, 43(3), 333-339.
43. Vandell, D. L., Hyde, J. S., Plant, E. A., & Essex, M. J. (1997). Fathers and "others" as infant-care providers: Predictors of parents' emotional well-being and marital relationships. Merrill-Palmer Quarterly 43(3), 361-385.
42. Vandell, D. L., Pierce, K. M., & Stright, A. (1997). Child care. In G. G. Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems, and alternatives (pp. 575-584). Bethesda, MD: National Association of School Psychologists.
41. NICHD Early Child Care Research Network. (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11(3), 269-306.
40. NICHD Early Child Care Research Network. (1996, Spring). Child care and the family: An opportunity to study development in context. SRCD Developments: Newsletter of the Society for Research in Child Development, 39, 4-7.
39. Rosenthal, R., & Vandell, D. L. (1996). Quality of care at school-aged child care programs: Regulatable features, observed experiences, child perspectives, and parent perspectives. Child Development, 67(5), 2434-2445.
38. Shumow, L., Vandell, D. L., & Kang, K. (1996). School choice, family characteristics, and home-school relations: Contributors to school achievement? Journal of Educational Psychology, 88(3), 451-460.
37. Friedman, S. L., Brooks-Gunn, J., Vandell, D. L., & Weinraub, M. (1994). Effects of child care on psychological development: Issues and future directions for research. Pediatrics, 94(Suppl.), 1069-1070.
36. NICHD Early Child Care Research Network. (1994). Child care and child development: The NICHD Study of Early Child Care. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 377-396). New York: Academic.
35. Posner, J. K., & Vandell, D. L. (1994). Low income children's after school care: Are there beneficial effects of after-school programs? Child Development, 65, 440-456.
34. Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to children's social and academic adjustment. Merrill-Palmer Quarterly, 40(4), 461-477.
33. NICHD Early Child Care Network. (1993, June). Child-care debate: Transformed or distorted? American Psychologist, 48, 692-693.
32. NICHD Early Child Care Network. (1993). The NICHD Study of Early Child Care: A comprehensive longitudinal study of young children’s lives. (ERIC Document Reproduction Service No. ED3530870)
31. Vandell, D. L. (1993). How do children and salami differ? On Wisconsin, p. 27.
30. Vandell, D. L., & Bailey, M. D. (1992). Conflicts between siblings. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 242-269). New York: Cambridge University Press.
29. Vandell, D. L., & Ramanan, J. (1992). Effects of early and recent maternal employment on children from low-income families. Child Development, 63, 938-949.
28. Vandell, D. L. (1991). Belsky and Eggebeen's analysis of the NLSY: Meaningful results or statistical illusions? Journal of Marriage and the Family, 53, 1100-1103.
27. Vandell, D. L., & Ramanan, J. (1991). Children of the National Longitudinal Survey of Youth: Choices in after-school care and child development. Developmental Psychology, 27, 637-643.
26. Vandell, D. L. (1990). Development of twins. In R. Vasta (Ed.), Annals of child development (Vol. 7, pp. 145-174). London: Jessica Kingsley.
25. Vandell, D. L., & Corasaniti, M. A. (1990). Child care and the family: Complex contributors to child development. In K. McCartney (Ed.), New directions for child development, 49, 23-37. San Francisco, CA: Jossey-Bass.
24. Vandell, D. L., & Corasaniti, M. A. (1990). Variations in early child care: Do they predict subsequent social, emotional, and cognitive differences? Early Childhood Research Quarterly, 5, 555-572.
23. Vandell, D. L., & Corasaniti, M. A. (1988). The relation between third graders' after school care and social, academic, and emotional functioning. Child Development, 59, 868-875.
22. Vandell, D. L., Henderson, V. K., & Wilson, K. S. (1988). A longitudinal study of children with day-care experiences of varying quality. Child Development, 59, 1286-1292.
21. Vandell, D. L., Owen, M. T., Wilson, K. S., & Henderson, V. K. (1988). Social development in infant twins: Peer and mother-child relationships. Child Development, 59, 168-177.
20. Lederberg, A. R., Rosenblatt, V., Vandell, D. L., & Chapin, S. L. (1987). Temporary and long-term friendships in hearing and deaf preschoolers. Merrill-Palmer Quarterly, 33, 515-533.
19. Vandell, D. L. (1987). Baby sister/baby brother: Reactions to the birth of a sibling and patterns of early sibling relations. In F. F. Schachter & R. K. Stone (Eds.), Practical concerns about siblings: Bridging the research-practice gap (pp. 13-37). New York: Haworth.
18. Vandell, D. L. (1987). Review of the book Social Relationships and Cognitive Development. Child Development Abstracts, 61, 218-219.
17. Vandell, D. L., Minnett, A., & Santrock, J. W. (1987). Age differences in sibling relationships during middle childhood. Journal of Applied Developmental Psychology, 8, 247-258.
16. Vandell, D. L., & Wilson, K. S. (1987). Infants' interaction with mother, sibling, and peer: Contrasts and relations between interaction systems. Child Development, 58, 176-186.
15. Lederberg, A. R., Chapin, S. L., Rosenblatt, V., & Vandell, D. L. (1986). Ethnic, gender, and age preferences among deaf and hearing preschool peers. Child Development, 57, 375-386.
14. Vandell, D. L. (1984). The use of videotapes and issues of privacy/confidentiality. In J. Sieber (Ed.), The protection of human subjects in behavioral and social science research (pp. 89-94). Baltimore, MD: University Press.
13. Minnett, A. M., Vandell, D. L., & Santrock, J. W. (1983). The effects of sibling status on sibling interaction: Influence of birth order, age, spacing, sex of child, and sex of sibling. Child Development, 54, 1064-1072.
12. Vandell, D. L., & Powers, C. (1983). Daycare quality and children's free play activities. American Journal of Orthopsychiatry, 53, 493-500.
11. Vandell, D. L. (1982). Are fathers like mothers? Contemporary Psychology, 27, 281-282.
10. Vandell, D. L., Anderson, L., Ehrhardt, G., & Wilson, K. S. (1982). Integrating hearing and deaf preschoolers: An attempt to enhance hearing children's interactions with deaf peers. Child Development, 53, 1354-1363.
9. Vandell, D. L., & Wilson, K. S. (1982). Social interaction in the first year: Infants' social skills with peer versus mother. In K. H. Rubin & H. S. Ross (Eds.), Peer relationships and social skills in childhood (pp. 187-208). New York: Springer-Verlag.
8. Vandell, D. L., & George, L. B. (1981). Social interaction in hearing and deaf preschoolers: Success and failure in initiations. Child Development, 52, 627-635.
7. Vandell, D. L., Wilson, K. S., & Whalen, W. T. (1981). Birth-order and social-experience differences in infant-peer interaction. Developmental Psychology, 17, 438-445.
6. Vandell, D. L. (1980). Sociability with peer and mother during the first year. Developmental Psychology, 16(4), 355-361.
5. Vandell, D., & Mueller, E. (1980). Peer play and friendships during the first two years. In H. C. Foot, A. J. Chapman, & J. R. Smith (Eds.), Friendship and social relations in children (pp. 181-208). London: John Wiley & Sons.
4. Vandell, D. L., Wilson, K. S., & Buchanan, N. (1980). Peer interaction during the first year: An examination of its structure, content, and sensitivity to toys. Child Development, 51, 481-488.
3. Mueller, E., & Vandell, D. L. (1979). Infant-infant interaction. In J. Osofsky (Ed.), Handbook of infant development (pp. 591-622). New York: John Wiley & Sons.
2. Vandell, D. L. (1979). Effects of a playgroup experience on mother-son and father-son interaction. Developmental Psychology, 15(4), 379-385.
1. Vandell, D. L. (1979). A micro-analysis of toddlers’ social interactions with mothers and fathers. Journal of Genetic Psychology, 134, 299-312.
191. Duncan, R., Schmitt, S., Norgren, I, & Vandell, D. L. (2023). Additive and synergistic relations of early mother-child and caregiver-child interactions and outcomes in adulthood. Infant and Child Development.
190. Gülseven, Z., Puente, K., Tulagan, N., Zarrett, N., Simpkins, S. D., & Vandell, D. L. (2023). Children’s self-control as an antecedent of adolescent prosociality and adult civic engagement. Applied Developmental Science. DOI: 10.1080/10888691.2022.2158827
189. Hsieh, T-Y, Simpkins, S. D., & Vandell, D. L., (2023). Longitudinal associations between adolescent out-of-school time and adult substance use. Journal of Adolescence, 95:131–146. DOI: 10.1002/jad.12104
188. Karlsen, L., Rydland, V., Buelon, E., Vandell, D.L., & Lekhal, R. (2023). The factor structure of the Classroom Assessment Scoring System Pre-K and the Mature Play Observation Tool in multi-ethnic Norwegian early children centers. Journal of Early Childhood Research.
187. Koepp, A. E., Watts, T. W., Gershoff, E. T., Ahmad, S. F., Davis-Kean, P., Duncan, G. J., Kuhfeld, M. & Vandell, D. L. (2023). Self-regulation problems in childhood prospectively predicts adult outcomes: A conceptual replication of Moffitt et al. (2011) using cohorts from the U.S. and the U. K. Developmental Psychology.
186. Simpkins, S. D., Vandell, D. L., & Lui, Y. (2023). Participation and enjoyment of organized activities during adolescence as predictors of activities in adulthood. Journal of Research in Adolescence.
185. Vandell, D. L. & Gulseven, Z. (2023). The Study of Early Child Care and Youth Development (SECCYD): Studying development from infancy to adulthood. Annual Review of Developmental Psychology, Volume 5.
184. Whitaker, A.A., Yoo, P., Vandell, D. L., & Duncan, G. J. (2023). Does cognitive stimulation and emotional support in the preschool home and child care environments predict long-run outcomes? Developmental Psychology.
183. Hart, E. R., Vandell, D.L., Whitaker, A. A., & Watts, T. W. (2022). Childcare and family processes: Bi-directional relations between childcare quality, home environment, and maternal wellbeing. Child Development. DOI: 10.1111/cdev.1385
182. Kunkel, J., Vandell, D.L., Booth-LaForce, C., Roisman, G., (2022). Early maternal sensitivity and physical health: Enduring or transient associations from childhood to adulthood? Developmental Psychology. 58:12, 2252.
181. Ma, T-L, Zarrett, N., Puente, K., Liu, Y., Vandell, D. L., Simpkins, S. D., & Yu, M. (2022). Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence. Journal of Early Adolescence. 42(6), 765–792 https://doi.org/10.1177/02724316221078829
180. Pianta, R. C., Ansari, A., & Vandell, D. L. (2022). Does attendance in private schools across the K-12 years predict individual outcomes through young adulthood? Journal of Education and Human Development, 11:1, 12-27.
179. Tian, J., Ren, K., Newcombe, N.S., Weinraub, M., Vandell, D. L., & Gunderson, E.A. (2022). Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills. Developmental Science. https://doi.org/10.1111/desc.13302
178. Ahmed, S., Kuhfeld, M., Watts, T., Davis-Kean, P., & Vandell, D. L. (2021). Preschool executive function and adult outcomes: A developmental cascade model. Developmental Psychology, 57:2, 2234-2249, https://doi.org/10.1037/dev0001270
177. Bradley, R. H. Pennar, A.L., Iida, M., Owen, M.T., & Vandell, D. L. (2021). Changes in the organization of paternal behavior during early and middle childhood. Parenting: Science and Practice, 21:2, 141-167, DOI: 10.1080/15295192.2019.1701936
176. Bustamante, A., Dearing, E., Zachrisson, H. D., & Vandell, D. L. (2021). Adult outcomes of sustained high-quality early childcare and education: Do they vary by family income? Child Development. https://DOI: 10.1111/cdev.13696
175. Gülseven, Z., Liu, Y., Ma, T.-L., Yu, M. V. B., Simpkins, S. D., Vandell, D. L., & Zarrett, N. (2021). The development of cooperation and self-control in middle childhood: Associations with earlier maternal and paternal parenting. Developmental Psychology, 57(3), 397–409. https://doi.org/10.1037/dev0001151
174. Gülseven, Z., Yu, M. V., Zarrett, N., Vandell, D. L., Simpkins, S. (2021). Staying on the moral path: Roles of childhood self-control and cooperation in keeping adolescents from moral disengagement. Development and Psychopathology. 1–11, doi:10.1017/S0954579421000584
173. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2021). Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance at end of high school. Journal of Adolescence, 92, 152-164. https://doi.org/10.1016/j.adolescence.2021.09.002
172. Nivison, M.D., Vandell, D. L., & Roisman, G. I. (2021). Convergent and discriminant validity of retrospective assessments of the quality of childhood parenting: Prospective evidence from infancy to age 26 years. Psychological Science. 32:5, 721–734. DOI: 10.1177/0956797620975775
171. Vandell, D.L., Kuhfeld, M., Gershoff, E. & Crosnoe, R. (2021). Predictors and consequences of school mobility in middle childhood. Journal of Applied Developmental Psychology, 76, 101309. ?https://doi.org/10.1016/j.appdev.2021.101309
170. Vandell, D. L., Simpkins, S. D., & Liu, Y. (2021). From early care and education to adult problem behaviors: A prevention pathway through children’s afterschool organized activities. Development and Psychopathology, 33, 658–669
169. Connor, C.M., Adams, A., Zargar, E., Wood, T., Hernandez, B. E., & Vandell, D. L. (2020). Observing individual children in early childhood classrooms using OLOS: Optimizing Learning Opportunities for Students. Early Childhood Research Quarterly, 52, 74-89. https://doi.org/10.1016/j.ecresq.2019.10.001
168. Dagan, O., Buisman, R. S. M, Nivison, M.D., Waters, T. E. A., Vaughn, B. E., Bost, K. K. Vandell, D.L., Booth-LaForce, C. & Roisman, G. I. (2020). Does secure base script knowledge mediate associations between observed parental caregiving during childhood and adult romantic relationship quality and health? Attachment and Human Development. doi: 10.1080/14616734.2020.1836858
167. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2020). Afterschool program staff, teachers, and mothers: Relationships with key adults and child functioning in early school. Applied Developmental Science. https://doi.org/10.1080/10888691.2020.1826321
166. Ma, T-L, Zarrett, N., Simpkins, S., Vandell, D. L., & Jiang, S. (2020). Patterns of prosocial behavior in middle childhood predicting peer relations during early adolescence. Journal of Adolescence, 78, 1-8. https://doi.org/10.1016/j.adolescence.2019.11.004
165. Simpkins, S. D., Tulagan, N., Lee, G., Ma, T-L., Zarrett, N., & Vandell, D. L. (2020) Youth’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and early adulthood. Developmental Psychology, 56(12), 2281–2292. https://doi.org/10.1037/dev0001113
164. Vandell, D. L., Lee, K. T. H, Whitaker, A. & Pierce, K. M. (2020). Cumulative and differential effects of early childcare and out-of-school-time activities on adolescent functioning. Child Development, 91:1, 129-144. DOI - 10.1111/cdev.13136
163. Vandell, D. L., Simpkins, S. D. Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2020). Afterschool programs, extracurricular activities, and unsupervised time: Are Patterns of participation linked to developmental outcomes in middle childhood? Applied Developmental Science, DOI: 10.1080/10888691.2020.1843460
162. Wegemer, C. & Vandell, D. L. (2020). Parenting, temperament, and attachment security as antecedents of political orientations: Longitudinal evidence from early childhood to age 26. Developmental Psychology, 56(7), 1360-1371. http://dx.doi.org/10.1037/dev0000965
161. Zarrett, N., Liu. Y, Vandell, D. L., & Simpkins, S.D. (2020). The role of organized activities in supporting youth moral and civic development: A review of the literature. Adolescent Research Review. https://doi.org/10.1007/s40894
160. Bates, C. R., Bohnert, A. M., Buscemi, J., Vandell, D. L., Lee, K. T. H., & Bryant, F. B. (2019). Family entropy: Understanding the organization of the family home environment and impact on child health behaviors and weight. Translational Behavioral Medicine, 9:3, 313-421. https://doi: 10.1093/tbm/ibz042
159. Duncan, R. J., Schmitt, S. A., Vandell, D. L. (2019). Additive and synergistic relations of early mother- and caregiver-child interactions for predicting later achievement. Developmental Psychology, 55(12), 2522-2533. https://doi.org/10.1037/dev0000824
158. Vandell, D. L., Simpkins, S., & Wegemer, C. (2019). Parenting and children’s organized activities. In M. Bornstein (Ed.) Handbook of Parenting (3rd Edition). Volume 5. The Practice of Parenting. New York: Wiley and Sons. doi: https://doi.org/10.4324/9780429401695-12
157. Lee, K. T. H, Lewis, R. W., Kataoka, S. Schenke, K., & Vandell, D. L. (2018). Out-of-school time and behaviors during adolescence. Journal of Research on Adolescence, 28:2, 284-293.
156. Vandell, D.L., & Watts, T.W. (2018). Self-care. In M.H. Bornstein (Editor-in-Chief), M. Arterberry, J. E. Lansford, & K. L. Fingerman (Eds.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: SAGE.
155. Bradley, R.H., Pennar, A., Iida, M., Owen, M. T., & Vandell, D. L. (2017). The dialectics of parenting: Changes in the interplay of maternal behaviors during early and middle childhood. Journal of Child and Family Studies, 26:11, 3214-3225.
154. Lerner, R. M., Vandell, D. L., & Tirrell, J. M. (2017). Approaches to the development of character. Journal of Character Education, 13:1, v –x.
153. Jenkins, J.M., Farkas, G., Duncan, G. J., Burchinal, M. & Vandell, D.L. (2016). Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective? Educational Evaluation and Policy Analysis. 38:1, 88-112.
152. Vandell, D. L., Burchinal, M., Pierce, K. M. (2016). Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 52:10, 1634-1645.
151. Vandell, D. L., & Lao, J. (2016). Building and retaining a high quality professional staff for extended education. International Journal of Research on Extended Education. 4:2, 42-65.
150. Vandell, D. L., Simzar, R., O’Cadiz, P., & Hall, V. (2016). Findings from an afterschool STEM learning initiative. Journal of Expanded Learning Opportunities, 1:3, 7-26.
149. Lawrence, J. F., Hinga, B.M. Mahoney, J.L., & Vandell, D. L (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal of Research on Extended Education. 3:1, 5-18.
148. Lee, K.T.H., & Vandell, D. L. (2015). Out-of-school-time and adolescent substance use. Journal of Adolescent Health. 57:5, 523-529.
147. Vandell, D. L., Larson, R., Mahoney, J., & Watts, T. (2015). Children’s organized activities. In R. Lerner (Series Ed.) and M. H. Bornstein & T. Leventhal (Volume Eds.), Handbook of Child Psychology and Developmental Science (7th ed.): Vol. 4. Ecological Settings and Processes in Developmental Systems. New York: Wiley Inter-science. DOI: 10.1002/9781118963418.childpsy408
146. Auger, A., Farkas, G., Burchinal, M., Duncan, G. J., & Vandell, D. L. (2014). Preschool center care quality effects on academic achievement: An instrumental variable analysis. Developmental Psychology. 50(12), 2559-2571.
145. Burchinal, M., Vandell, D. L., & Belsky, J. (2014). Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 50:2, 542-553.
144. Miller, E., Farkas, G., Vandell, D. L., & Duncan, G. (2014). Do the effects of Head Start vary by parental pre-academic stimulation? Child Development, 85:4, 1385-1400.
143. Kataoka, S., & Vandell, D. L., (2013). Quality of afterschool activities and relative change in adolescent functioning over two years. Applied Developmental Science, 17(3), 123–134, 2013
142. Keys, T. D., Farkas, G., Burchinal, M. R., Duncan, G. J., Vandell, D. L., Li, W., Ruzek, E. A., & Howes, C. (2013). Child care quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development. 84(4), 1171-90.
141. Li, W., Farkas, G., Duncan, G. J., Burchinal, M. R., & Vandell, D. L. (2013). Timing of high-quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49, 1440-1451.
140. O’Brien, M., Weaver, J.M., Burchinal, M.R., Clarke-Stewart, K.A., & Vandell, D.L. (2013). Women’s work and child care: Perspectives and prospects. In E.T. Gershoff, R. S. Mistry, & D. A. Crosby (Eds) Children in Contexts: Social, Media, Economic, and Policy Influences on Development. Oxford University Press
Received the Social Policy Award for Best Edited Book from the Society for Research on Adolescence
139. Vandell, D. L. (2013). Afterschool program quality and student outcomes: Reflections on key findings from recent research. /In T. K. Peterson (Ed.) Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. Washington, DC. Collaborative Communications Group.
138. Reich, S. M., & Vandell, D. L. (2011). The interplay between parents and peers as socializing influences in children’s development. In P. Smith & C. Hart (Eds.), Wiley-Blackwell Handbook of Childhood Social Development. Oxford, England: Wiley-Blackwell.
137. Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology, 45, 381-393.
136. Vandell, D. L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Child Development, 81, 737–756.
135. Mahoney, J. L., Vandell, D. L., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Vol. 2. Contextual influences on adolescent development (3rd ed). New York: Wiley.
134. NICHD Early Child Care Research Network. (2009). Family-peer linkages: The mediational role of attentional processes. Social Development. 18, 875-895.
133. NICHD Early Child Care Research Network. (2008). Mothers’ and fathers’ support for child autonomy and early school achievement. Developmental Psychology, 44(4), 895-907.
132. NICHD Early Child Care Research Network. (2008). Social competence with peers in third grade: Associations with earlier peer experiences in child care. Social Development, 17(3), 419-453.
131. Shernoff, D. J., & Vandell, D. L. (2008). Youth engagement and quality of experience in afterschool programs. Afterschool Matters Occasional Papers Series. New York: Robert Bowne Foundation.
130. Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., Owen, M. T., & NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78(2), 681-701.
129. Bradley, R. H., & Vandell, D. L. (2007). Child care and the well-being of children. Archives of Pediatrics and Adolescent Medicine, 161(7), 669-676.
128. Dilworth-Bart, J., Khurshid, A., & Vandell, D. L. (2007). Do maternal stress and home environment mediate the relation between early income-to-need and 54-month attentional abilities? Infant and Child Development, 16, 525-552.
127. NICHD Early Child Care Research Network (2007). Age of entry to kindergarten and children’s academic achievement and socioemotional development. Early Education and Development, 18(2), 337-368.
126. Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903.
125. Vandell, D. L. (2007). Early child care: The known and the unknown. In G. Ladd (Ed.), Appraising the human development sciences: Essays in honor of Merrill-Palmer Quarterly (pp. 300-328). Detroit, MI: Wayne State University Press. (Updated and adapted from Merrill-Palmer Quarterly, 50(3), 387-414.)
124. NICHD Early Child Care Research Network. (2006). Child care effect sizes for the NICHD Study of Early Child Care and Youth Development. American Psychologist, 61(2), 99-116.
123. NICHD Early Child Care Research Network. (2006). Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality. Developmental Psychology, 42(1), 38-58.
122. NICHD Early Child Care Research Network. (2006). Relations of classroom contexts in the early elementary years to children’s classroom and social behavior. In A. C. Huston & M. N. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 217-236). New York: Cambridge University Press.
121. Pierce, K. M., & Vandell, D. L. (2006). Child care. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 721-732). Bethesda, MD: National Association of School Psychologists.
120. Vandell, D. L., Nenide, L., & Van Winkle, S. J. (2006). Peer relationships in early childhood. In K. McCartney & D. Phillips (Eds.), The Blackwell handbook of early childhood development (pp. 455-470). Oxford, UK: Blackwell.
119. NICHD Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105(3), 305-323.
118. NICHD Early Child Care Research Network. (2005). Duration and developmental timing of poverty and children’s cognitive and social development from birth through third grade. Child Development, 76(4), 795-810.
117. NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary grades: Follow-up results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3), 537-570.
116. NICHD Early Child Care Research Network. (2005). Oral language and reading: Reply to Bracken. Developmental Psychology, 41(6), 1000-1002.
115. NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428-442.
114. NICHD Early Child Care Research Network. (2005). Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school. Developmental Psychology, 41(1), 99-114.
113. Vandell, D. L., Shumow, L., & Posner, J. (2005). After-school programs for low-income children: Differences in program quality. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after school and community programs (pp. 437-456). Mahwah, NJ: Erlbaum.
112. Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). New Directions for Youth Development, 2005(105), 121–129.
111. McCartney, K., Owen, M. T., Booth, C. L., Clarke-Stewart, A., & Vandell, D. L. (2004). Testing a maternal attachment model of behavior problems in early childhood. Journal of Child Psychology and Psychiatry, 45(2), 765-778.
110. NICHD Early Child Care Research Network. (2004). Affect dysregulation in the mother-child relationship in the toddler years: Antecedents and consequences. Development and Psychopathology, 16, 43-68.
109. NICHD Early Child Care Research Network. (2004). Are child developmental outcomes related to before- and after-school care arrangements? Results from the NICHD Study of Early Child Care. Child Development, 75(1), 280-295.
108. NICHD Early Child Care Research Network. (2004). Does class size in first grade relate to children’s academic and social performance or observed classroom processes? Developmental Psychology, 40(5), 651-664.
107. NICHD Early Child Care Research Network. (2004). Fathers’ and mothers’ parenting behavior and beliefs as predictors of child social adjustment in the transition to school. Journal of Family Psychology, 18(4), 628-638.
106. NICHD Early Child Care Research Network. (2004, Spring). Multiple pathways to early academic achievement. Harvard Educational Review, 1-29.
105. NICHD Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69(4, Serial No. 278).
104. NICHD Early Child Care Research Network. (2004). Type of child care and children’s development at 54 months. Early Childhood Research Quarterly, 19(2), 203-230.
103. Vandell, D. L. (2004). Early child care: The known and the unknown. Merrill-Palmer Quarterly, 50(3), 387-414.
102. NICHD Early Child Care Research Network. (2003). Child care and common communicable illnesses in children aged 37 to 54 months. Archives of Pediatrics & Adolescent Medicine, 157(2), 196-200.
101. NICHD Early Child Care Research Network. (2003). Child care in the world—past and present: Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? The Journal of the Japan Society for Child Health, 62(4), 418-431.
100. NICHD Early Child Care Research Network. (2003). Do children’s attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39(3), 581-593.
99. NICHD Early Child Care Research Network. (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74, 976-1005.
98. NICHD Early Child Care Research Network. (2003). Does quality of child care affect child outcomes at age 4½? Developmental Psychology, 39, 451-469.
97. NICHD Early Child Care Research Network. (2003). Early child care and mother-child interaction from 36 months through first grade. Infant Behavior and Development, 26, 345-370.
96. NICHD Early Child Care Research Network. (2003). Families matter—even for kids in child care. Journal of Developmental and Behavioral Pediatrics, 24(1), 58-62.
95. NICHD Early Child Care Research Network. (2003). Frequency and intensity of activity of third-grade children in physical education. Archives of Pediatrics & Adolescent Medicine, 157(2), 185-190.
94. NICHD Early Child Care Research Network & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74(5), 1454-1475.
93. NICHD Early Child Care Research Network. (2003). The NICHD Study of Early Child Care: Contexts of development and developmental outcomes over the first seven years of life. In J. Brooks-Gunn, A. S. Fuligni, & L. J. Berlin (Eds.), Early childhood development in the 21st century: Profiles of current research initiatives (pp. 182-201). New York: Teachers College Press.
92. NICHD Early Child Care Research Network. (2003). Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74(6), 1639-1662.
91. Vandell, D. L. (2003, Spring). Playing by the rules: The 21st Century Community Learning Center Evaluation violates established research standards. The Evaluation Exchange.
90. Vandell, D. L., McCartney, K., Owen, M. T., Booth, C., & Clarke-Stewart, A. (2003). Variations in child care by grandparents during the first three years. Journal of Marriage and Family, 65(2), 375-381.
89. Vandell, D. L., & Pierce, K. M. (2003). Child care quality and children’s success at school. In A. J. Reynolds, M. C. Wang, & H. J. Walberg (Eds.), Early childhood programs for a new century (pp. 115-139). Washington, DC: Child Welfare League.
88. Booth, C. L., Clarke-Stewart, K. A., Vandell, D. L., McCartney, K., & Owen, M. T. (2002). Child-care usage and mother-infant “quality time”. Journal of Marriage and Family, 64(1), 16-26.
87. Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17(1), 52-86.
86. NICHD Early Child Care Research Network. (2002). Child-care structure ? process ? outcome: Direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199-206.
85. NICHD Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164.
84. NICHD Early Child Care Research Network. (2002). The interaction of child care and family risk in relation to child development at 24 and 36 months. Applied Developmental Science, 6(3), 144-156.
83. NICHD Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102(5), 367-387.
82. NICHD Study of Early Child Care Research Network. (2002). Parenting and family influences when children are in child care: Results from the NICHD Study of Early Child Care. In J. G. Borkowski, S. L. Ramey, & M. Bristol-Power (Eds.), Parenting and the child’s world: Influences on academic, intellectual, and social-emotional development (pp. 99-123). Mahwah, NJ: Erlbaum.
81. Vandell, D. L., & Pierce, K. M. (2002). Commentary: After-school programs and structured activities that support children’s development. In R. Garner (Ed.), Hanging out: Community-based after-school programs for children (pp. 167-178). Westport, CT: Greenwood.
80. Wolfe, B., & Vandell, D. L. (2002, July). Child care for low-income working families. Focus, 22(1), 106-111.
79. Wolfe, B., & Vandell, D. L. (2002, July 14). Welfare reform depends on good child care. The American Prospect, 13(13), A19-A22.
78. Goldsmith, H. H., Aksan, N., Essex, M., Smider, N. A., & Vandell, D. L. (2001). Temperament and socioemotional adjustment to kindergarten: A multi-informant perspective. In T. D. Wachs & G. A. Kohnstamm (Eds.), Temperament in context (pp. 103-138). Mahwah, NJ: Erlbaum.
77. NICHD Early Child Care Research Network. (2001). Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development. Early Education and Development, 12(4), 545-576.
76. NICHD Early Child Care Research Network. (2001). Child care and children’s peer interaction at 24 and 36 months: The NICHD Study of Early Child Care. Child Development, 72(5), 1478-1500.
75. NICHD Early Child Care Research Network. (2001). Child care and common communicable illnesses: Results from the National Institute of Child Health and Human Development Study of Early Child Care. Archives of Pediatrics & Adolescent Medicine, 155(4), 481-488.
74. NICHD Early Child Care Research Network. (2001). Child care and family predictors of preschool attachment and stability from infancy. Developmental Psychology, 37(6), 847-862.
73. NICHD Early Child Care Network. (2001). A new guide for evaluating child care quality. Zero to Three, 21(5), 40-47.
72. NICHD Early Child Care Research Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 22, 457-492.
71. Clarke-Stewart, K. A., Vandell, D. L., McCartney, K., Owen, M. T., & Booth, C. L. (2000). Effects of parental separation and divorce on very young children. Journal of Family Psychology, 14(2), 304-326.
70. NICHD Early Child Care Research Network (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 4(3), 166-175.
69. NICHD Early Child Care Research Network. (2000). Factors associated with fathers’ caregiving activities and sensitivity with young children. Journal of Family Psychology, 14(2), 200-219.
68. NICHD Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71(4), 960-980.
67. Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36(6), 699-710.
66. Vandell, D. L., Dadisman, K., & Gallagher, K. (2000). Another look at the elephant: Child care research in the nineties. In R. D. Taylor & M. C. Wang (Eds.), Resilience across contexts: Family, work, culture, and community (pp. 91-120). Mahwah, NJ: Erlbaum.
65. Aksan, N., Goldsmith, H. H., Smider, N. A., Essex, M. J., Clark, R., Hyde, J. S., et al. (1999). Derivation and prediction of temperamental types among preschoolers. Developmental Psychology, 35, 958-971.
64. NICHD Early Child Care Research Network. (1999). Child care and mother-child interaction in the first 3years of life. Developmental Psychology, 35(6), 1399-1413.
63. NICHD Early Child Care Research Network. (1999). Child outcomes when child care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072-1077.
62. NICHD Early Child Care Research Network. (1999). Chronicity of maternal depressive symptoms, maternal sensitivity, and child functioning at 36 months. Developmental Psychology, 35(5), 1297-1310.
61. Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and children's adjustment in first-grade classrooms. Child Development, 70(3), 756-767.
60. Pierce, K. M., Strauman, T. J., & Vandell, D. L. (1999). Self-discrepancy, negative life events, and social support in relation to dejection in mothers of infants. Journal of Social and Clinical Psychology, 18(4), 490-501.
59. Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35, 868-879.
58. Shumow, L., Vandell, D. L., & Posner, J. K. (1999). Risk and resilience in the urban neighborhood: Predictors of academic performance among low-income elementary school children. Merrill-Palmer Quarterly, 45(2), 309-331.
57. Vandell, D. L., & Posner, J. (1999). Conceptualization and measurement of children’s after-school environments. In S. L. Friedman & T. D. Wachs, (Eds.) Measuring environment across the lifespan: Emerging methods and concepts (pp. 167-196). Washington, DC: American Psychological Association Press.
56. Vandell, D. L., & Shumow, L. (1999). After-school child care programs. Future of Children, 9(2), 64-80.
55. Vandell, D. L. & Su, H-c. (1999). Child care and school-age children. Young Children, 54(6), 62-71.
54. NICHD Early Child Care Research Network. (1998). Early child care and self-control, compliance, and problem behavior at twenty-four and thirty-six months. Child Development, 69(4), 1145-1170.
53. NICHD Early Child Care Research Network. (1998). The NICHD Study of Early Child Care. Psychiatric Times, 15(3), 71-72.
52. NICHD Early Child Care Research Network. (1998). Relations between family predictors and child outcomes: Are they weaker for children in child care? Developmental Psychology, 34(5), 1119-1128.
51. Shumow, L., Vandell, D. L., & Posner, J. K. (1998). Harsh, firm, and permissive parenting in low-income families: Relations to children's academic achievement and behavioral adjustment. Journal of Family Issues, 19(5), 483-507.
50. Shumow, L., Vandell, D. L., & Posner, J. (1998). Perceptions of danger: A psychological mediator of neighborhood demographic characteristics. American Journal of Orthopsychiatry, 68(3), 468-478.
49. Vandell, D. L. (1998). Child care for low-income families: Dreams and real life. In F. Lamb-Parker, J. Hagen, R. Robinson, & C. Clark (Eds.), Children and families in an era of rapid change: Creating a shared agenda for researchers, practitioners, and policy makers (pp. 61-68). Washington, DC: U.S. Department of Health & Human Services, Administration for Children & Families.
48. NICHD Early Child Care Research Network. (1997). Child care in the first year of life. Merrill-Palmer Quarterly, 43(3), pp. 340-360.
47. NICHD Early Child Care Research Network. (1997). The effects of infant child care on infant-mother attachment security: Results of the NICHD Study of Early Child Care. Child Development, 68(5), 860-879.
46. NICHD Early Child Care Research Network. (1997). Familial factors associated with characteristics of nonmaternal care for infants. Journal of Marriage and the Family, 59(2), 389-408.
45. NICHD Early Child Care Research Network. (1997). Poverty and patterns of child care. In G. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 100-131). New York: Russell Sage.
44. Vandell, D. L. (1997). Child care as a developmental context. Merrill-Palmer Quarterly, 43(3), 333-339.
43. Vandell, D. L., Hyde, J. S., Plant, E. A., & Essex, M. J. (1997). Fathers and "others" as infant-care providers: Predictors of parents' emotional well-being and marital relationships. Merrill-Palmer Quarterly 43(3), 361-385.
42. Vandell, D. L., Pierce, K. M., & Stright, A. (1997). Child care. In G. G. Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems, and alternatives (pp. 575-584). Bethesda, MD: National Association of School Psychologists.
41. NICHD Early Child Care Research Network. (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11(3), 269-306.
40. NICHD Early Child Care Research Network. (1996, Spring). Child care and the family: An opportunity to study development in context. SRCD Developments: Newsletter of the Society for Research in Child Development, 39, 4-7.
39. Rosenthal, R., & Vandell, D. L. (1996). Quality of care at school-aged child care programs: Regulatable features, observed experiences, child perspectives, and parent perspectives. Child Development, 67(5), 2434-2445.
38. Shumow, L., Vandell, D. L., & Kang, K. (1996). School choice, family characteristics, and home-school relations: Contributors to school achievement? Journal of Educational Psychology, 88(3), 451-460.
37. Friedman, S. L., Brooks-Gunn, J., Vandell, D. L., & Weinraub, M. (1994). Effects of child care on psychological development: Issues and future directions for research. Pediatrics, 94(Suppl.), 1069-1070.
36. NICHD Early Child Care Research Network. (1994). Child care and child development: The NICHD Study of Early Child Care. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 377-396). New York: Academic.
35. Posner, J. K., & Vandell, D. L. (1994). Low income children's after school care: Are there beneficial effects of after-school programs? Child Development, 65, 440-456.
34. Vandell, D. L., & Hembree, S. E. (1994). Peer social status and friendship: Independent contributors to children's social and academic adjustment. Merrill-Palmer Quarterly, 40(4), 461-477.
33. NICHD Early Child Care Network. (1993, June). Child-care debate: Transformed or distorted? American Psychologist, 48, 692-693.
32. NICHD Early Child Care Network. (1993). The NICHD Study of Early Child Care: A comprehensive longitudinal study of young children’s lives. (ERIC Document Reproduction Service No. ED3530870)
31. Vandell, D. L. (1993). How do children and salami differ? On Wisconsin, p. 27.
30. Vandell, D. L., & Bailey, M. D. (1992). Conflicts between siblings. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 242-269). New York: Cambridge University Press.
29. Vandell, D. L., & Ramanan, J. (1992). Effects of early and recent maternal employment on children from low-income families. Child Development, 63, 938-949.
28. Vandell, D. L. (1991). Belsky and Eggebeen's analysis of the NLSY: Meaningful results or statistical illusions? Journal of Marriage and the Family, 53, 1100-1103.
27. Vandell, D. L., & Ramanan, J. (1991). Children of the National Longitudinal Survey of Youth: Choices in after-school care and child development. Developmental Psychology, 27, 637-643.
26. Vandell, D. L. (1990). Development of twins. In R. Vasta (Ed.), Annals of child development (Vol. 7, pp. 145-174). London: Jessica Kingsley.
25. Vandell, D. L., & Corasaniti, M. A. (1990). Child care and the family: Complex contributors to child development. In K. McCartney (Ed.), New directions for child development, 49, 23-37. San Francisco, CA: Jossey-Bass.
24. Vandell, D. L., & Corasaniti, M. A. (1990). Variations in early child care: Do they predict subsequent social, emotional, and cognitive differences? Early Childhood Research Quarterly, 5, 555-572.
23. Vandell, D. L., & Corasaniti, M. A. (1988). The relation between third graders' after school care and social, academic, and emotional functioning. Child Development, 59, 868-875.
22. Vandell, D. L., Henderson, V. K., & Wilson, K. S. (1988). A longitudinal study of children with day-care experiences of varying quality. Child Development, 59, 1286-1292.
21. Vandell, D. L., Owen, M. T., Wilson, K. S., & Henderson, V. K. (1988). Social development in infant twins: Peer and mother-child relationships. Child Development, 59, 168-177.
20. Lederberg, A. R., Rosenblatt, V., Vandell, D. L., & Chapin, S. L. (1987). Temporary and long-term friendships in hearing and deaf preschoolers. Merrill-Palmer Quarterly, 33, 515-533.
19. Vandell, D. L. (1987). Baby sister/baby brother: Reactions to the birth of a sibling and patterns of early sibling relations. In F. F. Schachter & R. K. Stone (Eds.), Practical concerns about siblings: Bridging the research-practice gap (pp. 13-37). New York: Haworth.
18. Vandell, D. L. (1987). Review of the book Social Relationships and Cognitive Development. Child Development Abstracts, 61, 218-219.
17. Vandell, D. L., Minnett, A., & Santrock, J. W. (1987). Age differences in sibling relationships during middle childhood. Journal of Applied Developmental Psychology, 8, 247-258.
16. Vandell, D. L., & Wilson, K. S. (1987). Infants' interaction with mother, sibling, and peer: Contrasts and relations between interaction systems. Child Development, 58, 176-186.
15. Lederberg, A. R., Chapin, S. L., Rosenblatt, V., & Vandell, D. L. (1986). Ethnic, gender, and age preferences among deaf and hearing preschool peers. Child Development, 57, 375-386.
14. Vandell, D. L. (1984). The use of videotapes and issues of privacy/confidentiality. In J. Sieber (Ed.), The protection of human subjects in behavioral and social science research (pp. 89-94). Baltimore, MD: University Press.
13. Minnett, A. M., Vandell, D. L., & Santrock, J. W. (1983). The effects of sibling status on sibling interaction: Influence of birth order, age, spacing, sex of child, and sex of sibling. Child Development, 54, 1064-1072.
12. Vandell, D. L., & Powers, C. (1983). Daycare quality and children's free play activities. American Journal of Orthopsychiatry, 53, 493-500.
11. Vandell, D. L. (1982). Are fathers like mothers? Contemporary Psychology, 27, 281-282.
10. Vandell, D. L., Anderson, L., Ehrhardt, G., & Wilson, K. S. (1982). Integrating hearing and deaf preschoolers: An attempt to enhance hearing children's interactions with deaf peers. Child Development, 53, 1354-1363.
9. Vandell, D. L., & Wilson, K. S. (1982). Social interaction in the first year: Infants' social skills with peer versus mother. In K. H. Rubin & H. S. Ross (Eds.), Peer relationships and social skills in childhood (pp. 187-208). New York: Springer-Verlag.
8. Vandell, D. L., & George, L. B. (1981). Social interaction in hearing and deaf preschoolers: Success and failure in initiations. Child Development, 52, 627-635.
7. Vandell, D. L., Wilson, K. S., & Whalen, W. T. (1981). Birth-order and social-experience differences in infant-peer interaction. Developmental Psychology, 17, 438-445.
6. Vandell, D. L. (1980). Sociability with peer and mother during the first year. Developmental Psychology, 16(4), 355-361.
5. Vandell, D., & Mueller, E. (1980). Peer play and friendships during the first two years. In H. C. Foot, A. J. Chapman, & J. R. Smith (Eds.), Friendship and social relations in children (pp. 181-208). London: John Wiley & Sons.
4. Vandell, D. L., Wilson, K. S., & Buchanan, N. (1980). Peer interaction during the first year: An examination of its structure, content, and sensitivity to toys. Child Development, 51, 481-488.
3. Mueller, E., & Vandell, D. L. (1979). Infant-infant interaction. In J. Osofsky (Ed.), Handbook of infant development (pp. 591-622). New York: John Wiley & Sons.
2. Vandell, D. L. (1979). Effects of a playgroup experience on mother-son and father-son interaction. Developmental Psychology, 15(4), 379-385.
1. Vandell, D. L. (1979). A micro-analysis of toddlers’ social interactions with mothers and fathers. Journal of Genetic Psychology, 134, 299-312.
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American Education Research Association (Fellow)
Link to this profile
https://faculty.uci.edu/profile/?facultyId=5591
https://faculty.uci.edu/profile/?facultyId=5591
Last updated
06/06/2023
06/06/2023