Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development
This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and-for children in child care-type, quality, and quantity of care. Children ( n = 1,261) were recruited at bi...
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| Veröffentlicht in: | The American psychologist 2006-02, Vol.61 (2), p.99-116 |
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| description | This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and-for children in child care-type, quality, and quantity of care. Children (
n
= 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care. |
| doi_str_mv | 10.1037/0003-066X.61.2.99 |
| format | Article |
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n
= 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care.</description><identifier>ISSN: 0003-066X</identifier><identifier>EISSN: 1935-990X</identifier><identifier>DOI: 10.1037/0003-066X.61.2.99</identifier><identifier>PMID: 16478355</identifier><identifier>CODEN: AMPSAB</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Age Differences ; Behavior Problems ; Biological and medical sciences ; Case studies ; Child ; Child Behavior ; Child Care ; Child Care - standards ; Child care centres ; Child Day Care ; Child Development ; Child Development - physiology ; Child psychology ; Child Rearing ; Child, Preschool ; Childrearing Practices ; Cognitive Development ; Conflict ; Development ; Developmental psychology ; Early childhood ; Early Childhood Development ; Early Experience ; Effect Size ; Effects ; Emotional Development ; Female ; Fundamental and applied biological sciences. Psychology ; Human ; Humans ; Infant ; Language Acquisition ; Male ; Mother Child Relations ; Mothers ; National institutions ; Outcomes ; Outcomes of Treatment ; Parenting ; Predictor Variables ; Prosocial Behavior ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychosocial Development ; Social Influences ; U.S.A ; Youth</subject><ispartof>The American psychologist, 2006-02, Vol.61 (2), p.99-116</ispartof><rights>2006 American Psychological Association</rights><rights>2006 INIST-CNRS</rights><rights>((c) 2006 APA, all rights reserved).</rights><rights>Copyright American Psychological Association Feb/Mar 2006</rights><rights>2006, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a595t-9ded36353a93bda0120866804f0769276bc9877451f948a7020373b9c76fa70a3</citedby><cites>FETCH-LOGICAL-a595t-9ded36353a93bda0120866804f0769276bc9877451f948a7020373b9c76fa70a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976,30977</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ733631$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17516972$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16478355$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Anderson, Norman B</contributor><creatorcontrib>NICHD Early Child Care Research Network</creatorcontrib><creatorcontrib>NICHD Early Child Care Research Network</creatorcontrib><title>Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development</title><title>The American psychologist</title><addtitle>Am Psychol</addtitle><description>This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and-for children in child care-type, quality, and quantity of care. Children (
n
= 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care.</description><subject>Age Differences</subject><subject>Behavior Problems</subject><subject>Biological and medical sciences</subject><subject>Case studies</subject><subject>Child</subject><subject>Child Behavior</subject><subject>Child Care</subject><subject>Child Care - standards</subject><subject>Child care centres</subject><subject>Child Day Care</subject><subject>Child Development</subject><subject>Child Development - physiology</subject><subject>Child psychology</subject><subject>Child Rearing</subject><subject>Child, Preschool</subject><subject>Childrearing Practices</subject><subject>Cognitive Development</subject><subject>Conflict</subject><subject>Development</subject><subject>Developmental psychology</subject><subject>Early childhood</subject><subject>Early Childhood Development</subject><subject>Early Experience</subject><subject>Effect Size</subject><subject>Effects</subject><subject>Emotional Development</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Humans</subject><subject>Infant</subject><subject>Language Acquisition</subject><subject>Male</subject><subject>Mother Child Relations</subject><subject>Mothers</subject><subject>National institutions</subject><subject>Outcomes</subject><subject>Outcomes of Treatment</subject><subject>Parenting</subject><subject>Predictor Variables</subject><subject>Prosocial Behavior</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychosocial Development</subject><subject>Social Influences</subject><subject>U.S.A</subject><subject>Youth</subject><issn>0003-066X</issn><issn>1935-990X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2006</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkd1rFDEUxYModtv6BwgiQdGHwqzJ5GvyKNPVVkp9qIX6FO5mEnbKfDWZEbZ_vdnu0loRSx7C5fzO4V4OQq8pmVPC1CdCCMuIlFdzSef5XOtnaEY1E5nW5Oo5mt3re2g_xus0ikLTl2iPSq4KJsQMXZaruqmyEoLDC--dHfFFfesi9n3A48rh89Py5BhfjFO1xr3HCwjNGt-Z8J0Jugr_7KdxhY_dL9f0Q-u68RC98NBE92r3H6DLL4sf5Ul29v3rafn5LAOhxZjpylVMMsFAs2UFhOakkLIg3BMlda7k0upCKS6o17wARfJ0NVtqq6RPE7AD9HGbO4T-ZnJxNG0drWsa6Fw_RSOVlCK9J0GhKJNK8CdBphQlOi8S-O4v8LqfQpeuNZJyzgkr2P-gnOaUMc51gugWsqGPMThvhlC3ENaGErPp2Wx6NJseU7TJjd543u6Cp2XrqgfHrtgEfNgBEC00PkBn6_jAKUGlVnni3mw5F2p7Ly--KZaKoUk-2sowgBni2kIYa9u4aKcQUtEG2uGPpd7_G35E_QZtUc_A</recordid><startdate>20060201</startdate><enddate>20060201</enddate><creator>NICHD Early Child Care Research Network</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>20060201</creationdate><title>Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development</title><author>NICHD Early Child Care Research Network</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a595t-9ded36353a93bda0120866804f0769276bc9877451f948a7020373b9c76fa70a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2006</creationdate><topic>Age Differences</topic><topic>Behavior Problems</topic><topic>Biological and medical sciences</topic><topic>Case studies</topic><topic>Child</topic><topic>Child Behavior</topic><topic>Child Care</topic><topic>Child Care - standards</topic><topic>Child care centres</topic><topic>Child Day Care</topic><topic>Child Development</topic><topic>Child Development - physiology</topic><topic>Child psychology</topic><topic>Child Rearing</topic><topic>Child, Preschool</topic><topic>Childrearing Practices</topic><topic>Cognitive Development</topic><topic>Conflict</topic><topic>Development</topic><topic>Developmental psychology</topic><topic>Early childhood</topic><topic>Early Childhood Development</topic><topic>Early Experience</topic><topic>Effect Size</topic><topic>Effects</topic><topic>Emotional Development</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Humans</topic><topic>Infant</topic><topic>Language Acquisition</topic><topic>Male</topic><topic>Mother Child Relations</topic><topic>Mothers</topic><topic>National institutions</topic><topic>Outcomes</topic><topic>Outcomes of Treatment</topic><topic>Parenting</topic><topic>Predictor Variables</topic><topic>Prosocial Behavior</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychosocial Development</topic><topic>Social Influences</topic><topic>U.S.A</topic><topic>Youth</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>NICHD Early Child Care Research Network</creatorcontrib><creatorcontrib>NICHD Early Child Care Research Network</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>The American psychologist</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>NICHD Early Child Care Research Network</au><au>Anderson, Norman B</au><aucorp>NICHD Early Child Care Research Network</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ733631</ericid><atitle>Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development</atitle><jtitle>The American psychologist</jtitle><addtitle>Am Psychol</addtitle><date>2006-02-01</date><risdate>2006</risdate><volume>61</volume><issue>2</issue><spage>99</spage><epage>116</epage><pages>99-116</pages><issn>0003-066X</issn><eissn>1935-990X</eissn><coden>AMPSAB</coden><abstract>This report summarizes findings from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and-for children in child care-type, quality, and quantity of care. Children (
n
= 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of child-care experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More child-care hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Child-care effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing child-care and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>16478355</pmid><doi>10.1037/0003-066X.61.2.99</doi><tpages>18</tpages></addata></record> |
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| subjects | Age Differences Behavior Problems Biological and medical sciences Case studies Child Child Behavior Child Care Child Care - standards Child care centres Child Day Care Child Development Child Development - physiology Child psychology Child Rearing Child, Preschool Childrearing Practices Cognitive Development Conflict Development Developmental psychology Early childhood Early Childhood Development Early Experience Effect Size Effects Emotional Development Female Fundamental and applied biological sciences. Psychology Human Humans Infant Language Acquisition Male Mother Child Relations Mothers National institutions Outcomes Outcomes of Treatment Parenting Predictor Variables Prosocial Behavior Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychosocial Development Social Influences U.S.A Youth |
| title | Child-Care Effect Sizes for the NICHD Study of Early Child Care and Youth Development |
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