Citation

Vandell DL, Corasaniti MA. New Dir. Child Dev. 1990; ePub(49): 23-37.

Affiliation

University of Wisconsin, Madison.

Copyright

(Copyright © 1990, Jossey-Bass)

DOI

unavailable

PMID

2293067

Abstract

In a state with minimal child care standards, we found pervasive differences in third graders associated with earlier child care histories. More extensive child are predicted children receiving more negative ratings from parents and teachers, poorer academic and conduct grades, lower standardized test scores, and more negative sociometric nominations. In addition, for some variables (IQ, work habits negative peer nominations, and compliance ratings) there was evidence of interactive effects in which both extensive infant care and exclusive maternal care were associated with more problematical functioning, depending on parental marital status, social class, and child gender. We found no evidence of negative effects associated with part-time care. This study has several important limitations that should be acknowledged. The first is the danger of generalizing these results to states and communities with higher-quality child care standards than those imposed in Texas. They may, unfortunately, be generalizable to the twenty states with child care regulations similar to those in Texas. This study has another important limitation. It did not examine the underlying processes that might contribute to the effects of child care history. For example, we do not know if the differences in children who were in part-time versus extensive child care are owing to (1) differences in the children's experiences while they are in the child care settings, or (2) differences in the quality of interactions that occur when the two groups of children are at home, or (3) some combination of children's experiences in child care and the family.

Language: en