Child Care Subsidies and the School Readiness of Children of Immigrants

Autor/inn/en	Johnson, Anna D.; Han, Wen-Jui; Ruhm, Christopher J.; Waldfogel, Jane
Titel	Child Care Subsidies and the School Readiness of Children of Immigrants
Quelle	In: Child Development, 85 (2014) 6, S.2140-2150 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12285
Schlagwörter	Child Care; School Readiness; Behavior Problems; Immigrants; Mathematics Skills; Correlation; Federal Aid; Kindergarten; Cognitive Development; Child Care Centers; Reading Skills; Social Development; Child Development + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Readiness for school; School ability; Schulreife; Immigrant; Immigrantin; Immigranten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Kognitive Entwicklung; Child care facilities; Child care services; Kinderzentrum; Reading skill; Lesefertigkeit; Soziale Entwicklung; Kindesentwicklung
Abstract	This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ˜ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10