Center-Based Child Care and Cognitive Skills Development: Importance of Timing and Household Resources

Autor/inn/en	Votruba-Drzal, Elizabeth; Coley, Rebekah Levine; Koury, Amanda S.; Miller, Portia
Titel	Center-Based Child Care and Cognitive Skills Development: Importance of Timing and Household Resources
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.821-838 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032951
Schlagwörter	Child Care Centers; Cognitive Development; Child Development; Family Environment; Mathematics Skills; Reading Skills; Correlation; Longitudinal Studies; Family Income; Parent Background; Educational Attainment; School Readiness; Regression (Statistics); Mothers; Measures (Individuals); Early Childhood Environment Rating Scale; Early Childhood Longitudinal Survey; Infant Toddler Environment Rating Scale; Peabody Picture Vocabulary Test; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Kognitive Entwicklung; Kindesentwicklung; Familienmilieu; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Readiness for school; School ability; Schulreife; Regression; Regressionsanalyse; Mother; Mutter; Messdaten
Abstract	Growing evidence has linked center-based early care and education settings to improvements in children's cognitive skills. Additional research is needed to more carefully delineate when and for whom these associations are most pronounced. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ˜ 6,350; Flanagan & West, 2004), this study examined whether the beneficial effects of center-based care settings for children's cognitive skills at age 5 differ by the age at which children experience these settings and for subgroups based on household income, parental education, and quality of the home learning environment. The results suggest that center-based preschool was supportive of the math and reading skills development of the sample as a whole. However, both center- and home-based care for 2-year-olds as well as 4-year-olds were beneficial for children from lower income, less educated, and less enriching family contexts, helping to diminish the cognitive skills gap between more and less advantaged children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01