Do Child Care Centers Benefit Poor Children after School Entry?

Autor/inn/en	Bassok, Daphna; French, Desiree; Fuller, Bruce; Kagan, Sharon Lynn
Titel	Do Child Care Centers Benefit Poor Children after School Entry?
Quelle	In: Journal of Early Childhood Research, 6 (2008) 3, S.211-231 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X08094446
Schlagwörter	Economically Disadvantaged; Academic Achievement; Foreign Countries; Child Care Centers; Social Development; Poverty; High Risk Students; Disadvantaged Youth; Preschool Children; Outcomes of Education; Cognitive Development; Cognitive Ability; Correlation; Program Effectiveness; One Parent Family; Mothers; Racial Differences; Asian Americans; Whites; Hispanic Americans; African Americans; Wages; Parent Influence; Educational Attainment; California + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Soziale Entwicklung; Armut; Problemschüler; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Kognitive Entwicklung; Denkfähigkeit; Korrelation; Single parent family; Ein-Eltern-Familie; Mother; Mutter; Rassenunterschied; Asian immigrant; United States; Asiatischer Einwanderer; USA; White; Weißer; Hispanic; Hispanoamerikaner; Afroamerikaner; Wage; Löhne; Bildungsabschluss; Bildungsgut; Kalifornien
Abstract	Attendance in preschool centers can yield short-term benefits for children from poor or middle-class families. Yet debate persists in Europe and the United States over whether centers yield gains of sufficient magnitude to sustain children's cognitive or social advantages as they move through primary school. We report on child care and home environments of 229 children in the US who were 2 1/2 years of age (on average) at entry to the study. Among children attending a center at 2 1/2 or 4 1/2 years of age, cognitive proficiencies were significantly higher at 7 1/2 years of age, compared with children in home-based care, after taking into account prior proficiency levels, maternal attributes, and other covariates. No relationship between center attendance and social development, positive or negative, was detected at 7 1/2. A priori selection factors modestly helped to explain the likelihood that mothers enrolled their child in a center. But associations between center exposure and higher cognitive proficiency at age 7 1/2 remained after controlling for selection factors and testing for omitted variables bias. (Contains 5 tables, 3 figures, and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10