Dyadic observations of friendship quality (Semi-structured interactions with a best friend. Coded using observational systems used by established investigators (Hartup et al, 1988; Charlesworth and LaFreniere, 1983; Kramer and Gottman, 1992; Ladd, 1990));

Observation in alternate care (Qualitative Ratings in Alternate Care Context)

Mood Observations (Videotaped structured interaction procedures with parents, in alternate-care setting, and first grade to assess child’s mood);

ORCE plus interactions with the peer group in school and Code for Instructional Structure and Student Academic Response (CISSAR) (Stanley and Greenwood, 1981)(Data collected only in 1st grade);

Observed Attention (Data collected only at 4 ½ years);

Home Observation for Measurement of the Environment: Early Child HOME (EC-HOME) Inventory (Caldwell and Bradley, 1984)(Sample includes parents and study children; data collected at 4 ½ years)

Self-view interview (Eder, 1990);

Ethnic Preference and Identity (EPI) measure (Semaj, 1978, 1980);

Typical day after school interview (McCartney and Vandell, 1992) (Sample includes study children in after-school alternate care programs)

Children’s behavior questionnaire (CBQ)(Fathers included in sample; data collected only at 4 ½ years; information on “difficultness” will also be obtained);

Child Health Status Questions (data collected every four months);

Mother’s satisfaction with after school care survey (Sample includes only mothers of study children in after-school care programs; data collected in kindergarten and 1st grade);

My Child’s Relationships Survey (Data collected at every age of study);

Raising Children Checklist (Fathers included in sample; data collected at 4 ½ years and 1st grade);

The Self-Care Children Checklist (Fathers included in sample; data collected at 4 ½ years and 1st grade);

Activities with my child survey (Fathers included in sample);

Parent-Caregiver/Teacher Involvement Questionnaire (Fathers included in sample; data collected at all ages);

Health telephone and face-to-face interviews (data collected every four months);

CED-D Depression Survey (Data collected at all ages);

Relationships with Other People Survey (Marshall and Barnett, 1993) (Data collected at all ages);

Life Experiences Survey (LES; Sarason, Johnson, and Siegel, 1991) (Data collected at all ages);

Job Experience Scale (Fathers included in sample; data collected at all ages);

Financial stress survey (Fathers included in sample; data collected at all ages);

Emotional Intimacy subscale of the Personal Assessment of Intimacy in Relationships (PAIR, Schaefer and Olson, 1981) and the Love, Conflict and Ambivalence subscales of a measure by Braiker and Kelly (1979)(Fathers included in sample; data collected at all ages);

Structural context, quantity, stability of alternate care telephone interview (Data collected every four months while children are in kindergarten and 1st grade of mothers of study children in after-school alternate care programs);

Maternal Interview on Family Health (Conducted by telephone; interview will be used to collected information on structural characteristics of family and family’s health; data collected at 4 ½ and 1st grade only)

School Climate Survey (Kelley, Glover, Keefe, Halderson, Sorenson, and Speth, 1986);

Social Behavior Standards Inventory;

Classroom characteristics;

Mock Report Card (Data collected only in 1st grade);

Demographic Profile by Principals of study children survey (Data collected during the spring of each child’s first-grade year)

Social Problem-Solving Test (Rubin, 1983)(Data collected at 4 and ½ only);

Child Care Home Observation for Measurement of the Environment (HOME) Inventory (Caldwell and Bradley, 1984);

Child’s satisfaction with after-school care: Vandell and Pierce’s After School Questionnaire (ASQ, 1994)(Sample includes study children in after-school alternate care programs) (Data collected 1st grade only);

“What I Think of School” Survey (Reid and Landesman, 1988)(Data collected in kindergarten and 1st grade);

Child Behavior Checklist (CBCL)(Achenbach, 1991)(Data collected 24 months, 36 months, and all ages (parents) and 4 ½ years (caregivers) and kindergarten and first grade (teachers)

Self-imposed waiting task (Mischel, 1974, 1981)(Data collected only at 4 ½ years);

Woodcock-Johnson Psycho-Educational Battery Revised: Tests of Cognitive Ability (WJ-R COG)(Woodcock and Johnson, 1989 and Johnson, 1990) (Tests 1,2,4,5,6 administered 4 ½ years and tests 1,2,3,4,5,6,7 administered 1st grade);

Wookcock Johnson Tests of Achievement (WJ-R ACH) (Early Development Scale Tests)(Woodcock and Johnson, 1989) and Johnson, 1990)(Tests 22,25,26 administered 4 ½ years and tests 22,23,24,25,26 administered 1st grade);

Test of Phonological Awareness (TOPA)(Torgesen and Bryant, 1994); (Data collected first grade only);

Concepts About Print Test (Clay, 1979)(Data collected 4 ½ years only);

WJ-R COG Incomplete Words Test (Data collection schedule not reported);

Continuous Performance Test (CPT)(Data collection schedule not reported);

WJ-R COG Analysis-Synthesis Test (Data collection schedule not reported);

WJ-R COG Memory for Names Test (Data collection schedule not reported);

WJ-R COG Memory for Sentences Test (Data collection schedule not reported);

Preschool Language Scale (PLS-3) Test (Zimmerman, Steiner, and Pond, 1992) (Data collection schedule not reported);

WJ-R COG Picture Vocabulary Test (Data collection schedule not reported);

Tower of Hanoi (TOH) Problem Solving Test (Data collected 1st grade only);

Growth measures (Height and weight measured)

ORCE Behavior Scales (sample includes only those children in alternate care arrangement for 8 or more hours per week; includes ORCE qualitative ratings);

Classroom Practices Inventory (CPI) (Hyson, Hirsch-Pasek, and Rescorla, 1990) (Sample includes all children in study in center or formal preschool settings - number in sample not reported);

Physical Environment Checklist;

Classroom Observation (Data collected in kindergarten and 1st grade; Uses codes from the Code for Instructional Structure and Student Academic Response (CISSAR). Also uses Developmental Practices Inventory (Goodson, 1990)

Additionally, a phone interview will be conducted with after-school program directors using School Age Environment rating Scale (SACERS; Harms, Jacobs, and White, 1994)