Child Care

Child Care and Developmental Outcomes 3

Last Updated Nov 18, 2008 07:48 AM

Longer-Term Associations between Process Quality and Child Developmental Outcomes
Investigators also have considered longer-term associations between process quality and children’s developmental outcomes. A compilation of these studies can be found in Table 3. Included in the table are studies that considered relations between earlier child care experiences and later adjustment. To our knowledge, there are no published accounts that relate early child care quality to children’s adjustment beyond middle childhood. Table 3 presents information regarding sample size, controls for family factors, descriptions of the quality measures, descriptions of the child outcomes, and specific findings.

Findings on this issue have been reported by the NICHD Study of Early Child Care. Extensive information about the children, the families and child care was collected during home visits (1, 6, 15, 24, and 36 months), child care visits (6, 15, 24, and 36 months), and laboratory assessments (15, 24, and 36 months). Phone interviews were conducted every 3 months to track hours and types of child care. Children who were in nonmaternal care for more than 10 hours a week were observed in that care. The investigators (NICHD Early Child Care Research Network, 1998; 1999b; in press-b) asked if cumulative positive caregiving (the average of ORCE positive caregiving ratings collected during visits at each observation) is related to child developmental outcomes at 24 and 36 months. Mental development at 24 months was assessed in the laboratory with the Bayley. School readiness was measured using the Bracken School Readiness Scale, a scale that assesses knowledge of color, letter identification, number/counting, shapes, and comparisons. Expressive language skills and receptive language skills were measured at 36 months using the Reynell Developmental Language Scales. Mother and caregiver reports of child behavior problems were obtained using composite scores from the Child Behavior Checklist and the Adaptive Social Behavior Inventory. Peer skills were assessed during a videotaped semistructured play situation with a friend.

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