Child Care and the Development of Young Children (0-2) (original) (raw)
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Review of the Research Evidence on Early Child Development
Our understanding of prenatal and early childhood development continues to grow apace. While there is still a great deal to be learned, there is now sufficient accumulated evidence for us to be able to identify the key characteristics or principles of development. This paper presents a list of these characteristics drawn from recent authoritative summaries of the research on prenatal and early childhood development provided by Bateson and Martin
Child Care and Its Impact on Young Children's Development
2004
recommended by early childhood professionals,3-6 leading to concerns about how the quality of such environments affects children's development. Coupled with the widespread interest in promoting children's school readiness skills, a number of research studies have examined the extent to which variations in the quality of preschool child care experiences influence children's cognitive and social skills during the preschool years, during
The impact of child care on child development in daycare and at home
Pediatria i Medycyna Rodzinna
Background: The insufficient amount of time allocated by working parents is one of the causes of reduced interaction between parents and children. Consequently, the solution of entrusting children to daycare centres remains a choice. The development of children aged 3–72 months is extremely significant because the brain volume develops to reach 95% of the adult brain volume. This makes the stimulation provided by caregivers extremely important. This study aimed to identify differences in the development of children entrusted to daycare centres compared to the home care. Methods: The study was performed in Surabaya, Indonesia. The total sample was divided into 2 groups of children aged 3–72 months, one group was cared for at home, and the other in the daycare setting. The subjects were assessed using Indonesia’s Prescreening Developmental Questionnaire (PDQ) to determine their development. The assessment was conducted twice, with the second evaluation taking place 6 months after the ...
2015
This report considers international research on the impact of Early Childhood Education and Care (ECEC) provision upon children’s development, using studies reported from a wide range of sources including journals, books, government reports and diverse organisation reports. High-quality childcare has been associated with benefits for children’s development, with the strongest effects for children from disadvantaged backgrounds. There is also evidence that negative effects can sometimes occur. The results of studies partly depend upon the context and ECEC systems in place in different countries, but there is suff icient commonality of f indings to indicate that many results are not culture-specif ic. Discrepant results may relate to age of starting and also differences in the quality of childcare. In addition, childcare effects are moderated by family background with negative, neutral and positive effects occurring depending on the relative balance of quality of care at home and in childcare. Recent large-scale studies f ind effects related to both quantity and quality of childcare. The effect sizes for childcare factors are about half those for family factors. The analysis strategy of most studies attributes variance to childcare factors only after family factors has been considered, and, where the two covary, this can produce conservative estimates of childcare effects.
The effect of childcare and early education arrangements on developmental outcomes of young children
Canadian Public Policy/Analyse de Politiques, 2002
This study investigates the relationship between child care arrangements and developmental outcomes of young children using data from Cycle 1 of the Canadian National Longitudinal Survey of Children and Youth. Models of the determinants of Motor and Social Development (MSD) scores for children aged 0-47 months, and of the Peabody Picture Vocabulary Test assessment scores (PPVT-R) for children aged 4-5 years are estimated controlling for a variety of non-parental childcare and early education characteristics. The results suggest that infant-toddler non-parental care arrangements have insignificant or negligible impacts on developmental outcomes (MSD). For preschoolers, modes of care and early education do not, on average, influence cognitive development (PPVT). The results of fixed effect estimates for a sample of siblings aged 0-47 months confirm the preceding conclusion. The analysis is repeated to identify the determinants of the probability the child's MSD (PPVT) score is in the bottom part of the distribution of MSD (PPVT) scores and the conclusions are similar.
Child-care effect sizes for the NICHD Study of Early Child Care and Youth Development
American Psychologist, 2006
Institute of Child Health and Human Development Study of Early Child Care and Youth Development as effect sizes for exclusive maternal care and-for children in child caretype, quality, and quantity of care. Children (n ϭ 1,261) were recruited at birth and assessed at 15, 24, 36, and 54 months. Exclusive maternal care did not predict child outcomes, but multiple features of childcare experience were modestly to moderately predictive. Higher quality child care was related to advanced cognitive, language, and preacademic outcomes at every age and better socioemotional and peer outcomes at some ages. More childcare hours predicted more behavior problems and conflict, according to care providers. More center-care time was related to higher cognitive and language scores and more problem and fewer prosocial behaviors, according to care providers. Childcare effect sizes are discussed from 3 perspectives: (a) absolute effect sizes, reflecting established guidelines; (b) relative effect sizes, comparing childcare and parenting effects; and (c) possible individual and collective implications for the large numbers of children experiencing child care.
2017
The strength to carry out my study was from God the creator and the consoler when I almost lost faith. I take this opportunity to thank In particular, my supervisor Dr Charlene J. Erasmus for her patience, motivation and trust in me throughout the whole study as it was very difficult. When I could not get the deeper meaning of my study and therefore felt discouraged, she never ceased to push me until I get the right concept. I thank her for her selfless character in mentoring me; her support to me was unconditional. She has been my counsellor throughout my studies helping to see the positive side of things. I thank all the participants who unconditionally also opened up with their information to support me in my data collection. Without you my study would not have been a success. I also thank CampusKids Preschool for allowing me to conduct my study at their premises; in particular, the support I got from the principal for her constant support and use of her office even when she had duties to be carried out. I thank the University of the Western Cape for granting me the opportunity to conduct this study from which I learned research skills and dynamics. I thank all my colleagues, fellow students and everyone who made this study a success through social support, proofreading my work and criticising it as this strengthened my study and helped me become open-minded regarding my study area. God bless this work and all people who made it successful. THANK YOU ALL! http://etd.uwc.ac.za/ viii