A Longitudinal Study of Children with Day-Care Experiences of Varying Quality

Vandell, Deborah Lowe; Henderson, Val; Wilson, Kathy

doi:10.1111/j.1467-8624.1988.tb01497.x

Cited by 33 publications

(49 citation statements)

References 6 publications

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“…Owen and Cox (1988) gave mothers of 4.5 year olds questions about the childcare their child had experienced at age 1: they found good agreement on use of regular care, type of care, and extent of care. Vandell et al (1988) inquired of mothers of 8 year olds what their childcare arrangements at age 4 years had been like: recall of use of care, type of care and extent of care was perfect. Even Yarrow et al (1970) found that 90% of retrospective indices (including an index of childcare in infancy) correlated significantly with baseline reports.…”

Section: Long-term Cumulative Effects Of Childcare 149mentioning

confidence: 99%

Long‐term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non‐risk sample: the moderating effects of gender

Bornstein

Hahn

Gist

et al. 2006

Early Child Development and Care

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We studied the long-term cumulative effects of two common indices of childcare-the total number of hours of non-maternal care and the mean hour-weighted child-to-caregiver ratio per caregiving situation-on mental development and socioemotional adjustment from birth to 4.5 years old in a non-risk middle-class sample of girls and boys after taking into consideration child (gender and sibling status), maternal (education and concepts of child development), and family selection (socioeconomic status [SES] factors. Childcare indices did not differ in girls and boys year by year. Children experienced less non-maternal care in their first year of life, but afterward children encountered more children in their caregiving situations in proportion to the number of caregivers. At age 4.5 years, girls scored higher on cognitive and language measures than boys, and boys exhibited more externalizing problem behaviors than girls. Hours of non-maternal care were not a predictor of mental development or socioemotional adjustment; however, the child-to-caregiver ratio was. For cognitive outcomes, the ratio exerted a positive effect on children from higher SES backgrounds versus no effect on children from average or lower SES backgrounds. For behavioral adjustment outcomes, a higher ratio was associated with fewer behavioral problems in girls and more behavioral problems in boys. Different basic indices of childcare appear to have different long-term cumulative effects for different domains of development in girls and boys.

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Section: Long-term Cumulative Effects Of Childcare 149mentioning

confidence: 99%

Long‐term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non‐risk sample: the moderating effects of gender

Bornstein

Hahn

Gist

et al. 2006

Early Child Development and Care

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show abstract

“…The literature on the long-term effects of child-care center quality contains mixed results from studies mostly conducted outside the United States: some studies found lasting effects through elementary school age (e.g., Broberg, Wessels, Lamb, & Hwang, 1997;Vandell, Henderson, & Wilson, 1988), although others did not (e.g., Chin-Quee & Scarr, 1994;DeaterDeckard, Pinkerton, & Scarr, 1996).…”

Section: Introductionmentioning

confidence: 97%

The Relation of Preschool Child‐Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

et al. 2001

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The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.

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“…Thus, sociocultural disparities between the test group and the comparison group might account for the lack of positive effects on global cognitive competence. Second, the effectiveness of early childhood care and education depends on structural and process-related quality determinants (Burchinal et al, 2000;Early et al, 2007;ECCE, 1999;Lamb, 2000;NICHD Early Child Care Research Network, 2002a;Vandell, Henderson, & Wilson, 1988). Although the quality of crèches was not analysed here, the poor crèche supply in the canton of Zurich might have caused disproportionate utilisation of crèches and, as a consequence, insufficient quality of care and education processes in crèches.…”

Section: Cultural Background and Child Developmentmentioning

confidence: 95%

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Burger

2012

Early Child Development and Care

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This study analysed the role of both sociocultural background and exposure to a crèche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that crèche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of crèche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions.

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A Longitudinal Study of Children with Day-Care Experiences of Varying Quality

Cited by 33 publications

References 6 publications

Long‐term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non‐risk sample: the moderating effects of gender

Long‐term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non‐risk sample: the moderating effects of gender

The Relation of Preschool Child‐Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

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