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Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care

Effects of early child care on children’s functioning at the age of 4¹/₂ years were examined in the NICHD (National Institute of Child Health and Human Development) Study of Early Child Care, a prospective longitudinal study of more than 1,000 children. Even after controlling for multiple child and family characteristics, children’s development was predicted by early child-care experience. Higher-quality child care, improvements in the quality of child care, and experience in center-type arrangements predicted better pre-academic skills and language performance at 4¹/₂ years. More hours of care predicted higher levels of behavior problems according to caregivers. Effect sizes associated with early child-care experiences were evaluated in relation to effect sizes obtained for two other well-recognized influences on early development: parenting and poverty. The findings indicated the importance (and relative independence) of quantity, quality, and type of child care for children’s development just prior to the time that children initiate formal schooling.

Key Words: child care • day care • school readiness

American Educational Research Journal, Vol. 39, No. 1, 133-164 (2002)
DOI: 10.3102/00028312039001133


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