Chapter 4: References

1. Reynolds, A. J., Temple, J. A., Ou, S., Arteaga, I. A., & White, B. A. B. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360–364. Retrieved from http://www.sciencemag.org/content/333/6040/360
   
   
2. Muennig, P., Schweinhart, L., Montie, J., & Neidell, M. (2009). Effects of a prekindergarten educational intervention on adult health: 37-year follow-up results of a randomized controlled trial. American Journal of Public Health, 99, 1431–1437.
   
   
3. Wickelgren, I. (1999). Nurture helps moldable minds. Science, 283(5409), 1832–1834; Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37(2), 231–242; Belfield, C., Nores, M., Barnett, W. S., & Schweinhart, L. J. (2006). The High/Scope Perry Preschool Program. Journal of Human Resources, 41(1), 162–190.
   
   
4. Cleveland, G., & Krashinsky, M. (1998). Benefits and costs of good child care: The economic rationale for public investment in young children. Toronto, ON: Child Care Resource and Research Unit, University of Toronto.
   
   
5. Peters. R.D., Nelson, G., Petrunka, K., Pancer, S.M., Loomis, C., Hasford, J., Janzen, R., Armstrong, L., Van Andel, A. (2010). Investing in our future: Highlights of Better Beginnings, Better Futures Research findings at Grade 12. Kingston, ON: Better Beginnings, Better Futures Research Coordination Unit.
   
   
6. Corter, C., & Peters, R. D. (2011). Integrated early childhood services in Canada: Evidence from the Better Beginnings, Better Futures (BBBF) and Toronto First Duty (TFD) projects. In R. E. Tremblay, R. G. Barr, R. D. Peters, & M. Boivin (Eds.), Encyclopedia on Early Childhood Development. Montreal, QC: Centre of Excellence for Early Childhood Development.
   
   
7. Prentice, S., & McCracken, M. (2004). Time for action: An economic and social analysis of childcare in Winnipeg. Winnipeg, MB: Child Care Coalition of Manitoba.
   
   
8. Ibid.
   
   
9. Prentice, S. (2007a). Franco-Manitoban childcare: Childcare as economic, social, and language development in St.Pierre-Jolys. Winnipeg, MB: Child Care Coalition of Manitoba; Prentice, S. (2007b). Northern childcare: Childcare as economic and social development in Thomson. Winnipeg, MB: Child Care Coalition of Manitoba; Prentice, S. (2007c). Rural childcare: Childcare as economic and social development in Parkland. Winnipeg, MB: Child Care Coalition of Manitoba.
   
   
10. Fortin, P., Godbout, L., & St-Cerny, S. (2011). Economic consequences of Quebec’s educational childcare policy. [PowerPoint slides]. Retrieved from http://www.oise.utoronto.ca/atkinson/Events/Economic_Forum.html
    
    
11. Ibid.
    
    
12. Institut de la Statistique du Québec. (2011). Enquête sur l’utilisation, les besoins et les préférences des familles en matière de services de garde, 2009. Québec, QC: Gouvernement du Québec.
    
    
13. Ibid.
    
    
14. Baker, M., Gruber, J., & Milligan, K. (2008). Universal child care, maternal labor supply, and family well-being. Journal of Political Economy, 116(4), 709–745.
    
    
15. Lefebvre, P., Merrigan, P., & Roy-Desrosiers, F. (2011). Québec’s childcare universal low fees policy 10 years after: Effects, costs and benefits. Cahier de recherche/ Working paper 11-01. Montreal, QC: Centre Interuniversitaire sur le Risque, les Politiques Economiques et l’Emploi.
    
    
16. Lefebvre, P., Merrigan, P., & Verstraete, M. (2009). Dynamic labour supply effects of childcare subsidies: Evidence from a Canadian natural experiment on universal child care. Labour Economics, 16(5), 490–502.

Next: Chapter 5: Public Policy Shapes Early Childhood Programs