The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
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. The...
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| Veröffentlicht in: | Child development 2001-09, Vol.72 (5), p.1534-1553 |
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| creator | Peisner-Feinberg, Ellen S. Burchinal, Margaret R. Clifford, Richard M. Culkin, Mary L. Howes, Carollee Kagan, Sharon Lynn Yazejian, Noreen |
| description | 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. |
| doi_str_mv | 10.1111/1467-8624.00364 |
| format | Article |
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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. 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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. 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| ispartof | Child development, 2001-09, Vol.72 (5), p.1534-1553 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; MEDLINE; Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Attention Biological and medical sciences Caregiver Child Relationship Case studies Child Child care Child Day Care Centers - standards Child Day Care Centers - statistics & numerical data Child Development Child, Preschool Children & youth Classroom Environment Classroom observations Cognition Cognition & reasoning Cognitive Development Day Care Day Care Effects Day Care Quality Developmental psychology Educational Measurement Elementary school students Emotions Family Characteristics Family studies Family, School, and Community Female Follow-Up Studies Fundamental and applied biological sciences. Psychology Humans Kindergarten education Learning Longitudinal Studies Male Mathematics education Preschool Children Preschool education Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Quality Quality Control Social Adjustment Social Development Socialization Socioeconomic Factors Teaching United States Young children |
| title | The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade |
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