Language, cognitive, and socio-emotional skills from 9 months until their transition to first grade in U.S. children from African-American, Dominican, Mexican, and Chinese backgrounds

This project is a longitudinal study of language, cognitive, social, emotional, and gender development from infants' birth through various critical transitions to schooling (preschool, kindergarten, 1st grade). Children came from diverse backgrounds (African-American, Dominican, Mexican, Chinese) and lived in the New York City metro area. Videos were recorded during various activities and tasks specific to each observation age (e.g., book reading, mother-child free play, novel toy, familiar toy at the 14-month visit) in children's homes or in the laboratory at 14, 24, 36, 52, 64, and 76 months of age.