Article2004

Early Child Care: The Known and the Unknown

252 citations0/0 files storedMerrill-palmer Quarterly

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Education Methods and Practices

Abstract

Child care research during the last 20 years has made considerable progress in addressing questions about (a) the effects of child care quality, (b) the effects of amount and timing of early child care, and (c) the effects of different types of care such as centers, child care homes, and relative care. This commentary summarizes the converging research evidence with respect to each of these questions and then outlines some future directions for child care research.

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References

1932A Handbook of Child Psychology 1993Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 2001The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade 2002Early Childhood Education: Young Adult Outcomes From the Abecedarian Project 1999Early childhood environment rating scale 1994Effects of Early Intervention on Intellectual and Academic Achievement: A Follow-Up Study of Children from Low-Income Families 2001Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest 2000Relating Quality of Center-Based Child Care to Early Cognitive and Language Development Longitudinally

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2008Preschool Education and Its Lasting Effects: Research and Policy Implications 2013Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics 2011Pre-school quality and educational outcomes at age 11: Low quality has little benefit 2006Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years

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