Citation

Am. Educ. Res. J. 2002; 39(1): 133-164.

Copyright

(Copyright © 2002, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312039001133

PMID

unavailable

Abstract

Effects of early child care on children's functioning at the age of 41/2 years were examined in the NICHD (National Institute of Child Health and Human Development) Study of Early Child Care, a prospective longitudinal study of more than 1,000 children. Even after controlling for multiple child and family characteristics, children's development was predicted by early child-care experience. Higher-quality child care, improvements in the quality of child care, and experience in center-type arrangements predicted better pre-academic skills and language performance at 41/2 years. More hours of care predicted higher levels of behavior problems according to caregivers. Effect sizes associated with early child-care experiences were evaluated in relation to effect sizes obtained for two other well-recognized influences on early development: parenting and poverty. The findings indicated the importance (and relative independence) of quantity, quality, and type of child care for children's development just prior to the time that children initiate formal schooling.