This article is based on the dissertation conducted by the first author in partial fulfillment for the degree of doctor of philosophy at the University of California, Riverside. A version of this manuscript was presented at the biennial meeting of the Society for Research in Child Development, April 2005, Atlanta, GA. This research was supported by The National Academies, Ford Foundation Dissertation Fellowship for Minorities awarded to the first author. We appreciate the help of William P. Gardner and Barbara Rogoff for allowing us to use their original maze task apparatus.
Mother–Child Planning, Child Emotional Functioning, and Children’s Transition to First Grade
Version of Record online: 15 MAY 2009
© 2009, Copyright the Author(s). Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 3, pages 776–791, May/June 2009
How to Cite
Perez, S. M. and Gauvain, M. (2009), Mother–Child Planning, Child Emotional Functioning, and Children’s Transition to First Grade. Child Development, 80: 776–791. doi: 10.1111/j.1467-8624.2009.01297.x
- Issue online: 15 MAY 2009
- Version of Record online: 15 MAY 2009
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