Are There Long-Term Effects of Early Child Care?

Jay Belsky ^[1] ; Deborah Lowe Vandell ^[3] ; Margaret Burchinal ^[4] ; K. Alison Clarke-Stewart ^[3] ; Kathleen McCartney ^[2] ; Margaret Tresch Owen ^[5] ; The NICHD Early Child Care Research Network ^[1]
1. [1] University of London
  
  University of London
  
  Reino Unido
2. [2] Harvard University
  
  Harvard University
  
  City of Cambridge, Estados Unidos
3. [3] University of California, Irvine
4. [4] University of North Carolina, Chapel Hill
5. [5] The University of Texas, Dallas
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Localización: Child development, ISSN 0009-3920, Vol. 78, Nº. 2, 2007, págs. 681-701
Idioma: inglés
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Resumen
- Effects of early child care on children's functioning from 4½ years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of children's development than early child-care experience, higher quality care predicted higher vocabulary scores and more exposure to center care predicted more teacher-reported externalizing problems. Discussion focuses on mechanisms responsible for these effects, the potential collective consequences of small child-care effects, and the importance of the ongoing follow-up at age 15.