Deborah Lowe Vandell
P-20 Education; Longitudinal Studies of Development
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 adolescence.
Steinberg, L., Vandell, D. L., & Bornstein, M. (2010). Development: Infancy through adolescence. Belmont CA: Wadsworth Cengage Learning.
Steinberg, L., Bornstein, M., Vandell, D. L., & Rook, K. (2010). Lifespan development. Belmont CA: Wadsworth Cengage Learning.
Early Child Care
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.
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.
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. (Reprinted from Merrill-Palmer Quarterly, 50(3), 387-414.)
*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.
*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.
After-School Programs/ Out of School Time
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.
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 (3rd ed). New York: Wiley.
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.
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.
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). In H. B. Weiss, P. M. D. Little, & S. M. Bouffard (Eds.), New directions for youth development: No. 105. Participation in youth programs: Enrollment, attendance, and engagement (pp. 121-129). San Francisco: Jossey-Bass.
Vandell, D. L., Pierce, K. M., & Dadisman, K. (2005). Out-of-school settings as a developmental context for children and youth. In R. V. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 43-77). New York: Academic.
Children's Social Relationships
*NICHD Early Child Care Research Network. (2008). Social competence with peers in third grade: Associations with earlier peer experiences in child care. Social Development.
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.
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 Publishing.
Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36(6), 699-710.
*Deborah Vandell is a member of the NICHD Early Child Care Research Network and a contributing author to the designated papers. The Network is presenting all research pertaining to its core hypotheses under the corporate banner, rather than individually named authors, in recognition of the collaborative nature of the study.
2008-2011 Principal Investigator, THINK Together: Evaluation of High Quality Supplemental Educational Services (SES) and After-School Partnerships Demonstration Project ($321,429 direct costs)
2009-2010 Principal Investigator, THINK Together: Building a Strategic Academic Alignment Framework for After School ($36,813 direct costs)
2008-2010 Principal Investigator, David and Lucille Packard Foundation: Developing State of California, Department of Education After-School Outcome Measures ($220,177 direct costs)
2009-2011 Principal Investigator, Charles Stewart Mott Foundation: Occupying Idle Hands: Out-of-School Time and Successful Navigation of the High School Years, ($125,000 direct costs)
2009-2010, Principal Investigator,Tiger Woods Learning Center Foundation: Raising the Bar: Identifying Strategies to Increase Program Attendance ($55,785 direct costs)
2006-2011 Principal Investigator, Charles Stewart Mott Foundation: Study of Promising After-School Programs: Follow-Up ($666,667 direct costs)
2004-2010 Principal Investigator, National Science Foundation: UCI Noyce STEM Teaching Scholarships ($499,985 direct costs)