TY - JOUR
T1 - Type of child care and children's development at 54 months
AU - Allhusen, Virginia
AU - Belsky, Jay
AU - Booth, Cathryn L.
AU - Bradley, Robert
AU - Brownell, Celia A.
AU - Burchinal, Margaret
AU - Caldwell, Bettye
AU - Campbell, Susan B.
AU - Clarke-Stewart, K. Alison
AU - Cox, Martha
AU - Friedman, Sarah L.
AU - Hirsh-Pasek, Kathryn
AU - Huston, Aletha
AU - Jaeger, Elizabeth
AU - Johnson, Deborah J.
AU - Kelly, Jean F.
AU - Knoke, Bonnie
AU - Marshall, Nancy L.
AU - McCartney, Kathleen
AU - O'Brien, Marion
AU - Owen, Margaret Tresch
AU - Payne, Chris
AU - Phillips, Deborah
AU - Pianta, Robert
AU - Randolph, Suzanne M.
AU - Robeson, Wendy Wagner
AU - Spieker, Susan
AU - Vandell, Deborah Lowe
AU - Weinraub, Marsha
N1 - Funding Information:
This study is directed by a steering committee and supported by NICHD through a cooperative agreement (U10) that calls for a scientific collaboration between the grantees and NICHD staff. Participating investigators, listed in alphabetical order, are: Virginia Allhusen, University of California, Irvine; Jay Belsky, Birkbeck University of London; Cathryn L. Booth, University of Washington; Robert Bradley, University of Arkansas, Little Rock; Celia A. Brownell, University of Pittsburgh; Margaret Burchinal, University of North Carolina, Chapel Hill; Bettye Caldwell, University of Arkansas for Medical Sciences; Susan B. Campbell, University of Pittsburgh; K. Alison Clarke-Stewart, University of California, Irvine; Martha Cox, University of North Carolina, Chapel Hill; Sarah L. Friedman, NICHD, Bethesda, Maryland; Kathryn Hirsh-Pasek, Temple University; Aletha Huston, University of Texas, Austin; Elizabeth Jaeger, St. Joseph’s University; Deborah J. Johnson, Michigan State University; Jean F. Kelly, University of Washington; Bonnie Knoke, Research Triangle Institute, Research Triangle, NC; Nancy L. Marshall, Wellesley College; Kathleen McCartney, Harvard University; Marion O’Brien, University of North Carolina at Greensboro; Margaret Tresch Owen, University of Texas, Dallas; C. Chris Payne, University of North Carolina at Greensboro; Deborah Phillips, Georgetown University; Robert Pianta, University of Virginia; Suzanne M. Randolph, University of Maryland, College Park; Wendy Wagner Robeson, Wellesley College; Susan Spieker, University of Washington; Deborah Lowe Vandell, University of Wisconsin, Madison; Marsha Weinraub, Temple University. We express our appreciation to the study coordinators at each site who supervised the data collection, the research assistants who collected the data, and especially the families and child care providers who welcomed us into their homes and workplaces and cooperated willingly with our repeated requests for information. Correspondence concerning this article should be addressed to NICHD Early Child Care Research Network, CRMC, NICHD, 6100 Executive Boulevard, 4B05, Rockville, MD 20852.
PY - 2004
Y1 - 2004
N2 - The types of non-maternal child care received by more than 1000 U.S. children were examined from birth to 54 months and related to family selection factors and to child outcomes. Individual children tended to experience a variety of different types of care and not to fit into clear patterns of either stable care types or progressive patterns of movement from less structured to more highly structured care settings. Across the entire sample, however, hours in center care were higher in the preschool period than earlier, whereas hours in relative care remained stable and hours in child care homes decreased. Mothers who were single, those with more education and less traditional beliefs about child rearing, and families with higher incomes and fewer children in the household were more likely to use more hours of center care than other families; single mothers and those with fewer children also used more hours of care in child care homes. Minority families, those with low incomes, and mothers with less education and fewer children used more hours of relative care. With family selection factors and quality of child care controlled, only hours in center care across the time period from 3 to 54 months were related to child outcomes. Children who experienced more center care were reported by caregivers at 54 months to have somewhat higher externalizing behavior problem scores than other children, although these scores were not in the clinical or at-risk range. Center care hours were also related to cognitive and language outcomes, with more hours in infancy associated with lower preacademic test scores and more hours in the toddler period with higher language scores.
AB - The types of non-maternal child care received by more than 1000 U.S. children were examined from birth to 54 months and related to family selection factors and to child outcomes. Individual children tended to experience a variety of different types of care and not to fit into clear patterns of either stable care types or progressive patterns of movement from less structured to more highly structured care settings. Across the entire sample, however, hours in center care were higher in the preschool period than earlier, whereas hours in relative care remained stable and hours in child care homes decreased. Mothers who were single, those with more education and less traditional beliefs about child rearing, and families with higher incomes and fewer children in the household were more likely to use more hours of center care than other families; single mothers and those with fewer children also used more hours of care in child care homes. Minority families, those with low incomes, and mothers with less education and fewer children used more hours of relative care. With family selection factors and quality of child care controlled, only hours in center care across the time period from 3 to 54 months were related to child outcomes. Children who experienced more center care were reported by caregivers at 54 months to have somewhat higher externalizing behavior problem scores than other children, although these scores were not in the clinical or at-risk range. Center care hours were also related to cognitive and language outcomes, with more hours in infancy associated with lower preacademic test scores and more hours in the toddler period with higher language scores.
KW - Care setting
KW - Child care
KW - Development
UR - http://www.scopus.com/inward/record.url?scp=3342952926&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=3342952926&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2004.04.002
DO - 10.1016/j.ecresq.2004.04.002
M3 - Article
AN - SCOPUS:3342952926
SN - 0885-2006
VL - 19
SP - 203
EP - 230
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -