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Author: Studer, Marlena M.

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1.	Studer, Marlena M.
1.	Effects of Parental Resources and Child Care Arrangements on Preschoolers' Cognitive Skills Ph.D. Dissertation, University of Michigan, 1989 Cohort(s): Children of the NLSY79, NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Child Care; Child Development; Children; Family Income; General Assessment; Maternal Employment; Peabody Picture Vocabulary Test (PPVT); Racial Differences; Tests and Testing This study investigates the role of parental resources, maternal work patterns, and the type and quality of child care arrangements in accounting for variation in preschoolers' cognitive abilities. A subset of children from the 1986 Maternal-Child Supplement to the NLSY are used for this research specifically including those three- to four-year-old children whose mothers were married and reported to use non-parental child care arrangements (n = 274). The Peabody Picture Vocabulary Test-Revised served as the indicator of receptive language skills. After holding parental resources and maternal work patterns constant, family home care was found to be related to more favorable cognitive outcomes while in-home care was associated with less favorable cognitive outcomes as compared to center care. Of the parental resources and patterns of maternal work examined, present and past family income and 1 to 39 hours of maternal work (as compared to no work or 40 to 60 hours/week), were posi tively associated with preschoolers' language skills, above and beyond the other variables in the model. Continuity of type of care since the age of two was also associated with more favorable cognitive outcomes for all but those in center care. Minority status was negatively associated with cognitive skills, and no interaction was found between type of care and race. Among children in center care, cognitive skills did not vary by quality even after holding parental resources and maternal work constant. Though a small number of cases limits the generalization of these findings, there was a suggestion of differences by family income groups in the relationship between quality and cognitive skills. Children from families earning less than $18,000 annually have cognitive outcomes which are positively associated with quality of care, as compared to non-linear patterns of association among those in higher income groups.
	Bibliography Citation Studer, Marlena M. Effects of Parental Resources and Child Care Arrangements on Preschoolers' Cognitive Skills. Ph.D. Dissertation, University of Michigan, 1989.

2.	Studer, Marlena M.
2.	Nonparental Child Care Environments: Differences in Preschool Cognitive Skills by Type of Care In: Sociological Studies of Child Development, Volume 5. P. Adler and P. Adler, eds. Greenwich, CT: JAI Press, 1992 Cohort(s): Children of the NLSY79 Publisher: JAI Press, Inc. Keyword(s): Child Care; General Assessment; Maternal Employment; Peabody Picture Vocabulary Test (PPVT) Amongst 274 NLSY preschool children currently using child care, this study finds that parental resources, maternal work patterns, and the type of child care arrangements account for significant variation in preschoolers' cognitive abilities. In a multivariate model, holding parental resources and maternal work patterns constant, family home care was found to be related to more favorable cognitive outcomes while in-home care was associated with less favorable cognitive outcomes as compared to center care. In addition, family income and moderate hours of maternal work (1 to 39 as compared to no work or 40 to 60 hours/week), were positively associated with preschoolers' language skills.
	Bibliography Citation Studer, Marlena M. "Nonparental Child Care Environments: Differences in Preschool Cognitive Skills by Type of Care" In: Sociological Studies of Child Development, Volume 5. P. Adler and P. Adler, eds. Greenwich, CT: JAI Press, 1992

3.	Studer, Marlena M.
3.	Quality of Center Care and Preschool Cognitive Outcomes: Differences by Family Income In: Sociological Studies of Child Development, Volume 5. P. Adler and P. Adler, eds. Greenwich, CT: JAI Press, 1992 Cohort(s): Children of the NLSY79 Publisher: JAI Press, Inc. Keyword(s): General Assessment; Maternal Employment; Peabody Picture Vocabulary Test (PPVT) This study examines quality of care in child care centers and its relationship to receptive language skills within a national (NLSY) sample of 95 preschoolers. As hypothesized, quality of care (measured by group size and provider-child ratio), does not account for significant differences in preschoolers' cognitive abilities. However, a significant interaction is found to exist between quality of care, family income, and cognitive skills. In particular, preschoolers from low-income families are likely to have more favorable receptive language skills when placed in higher as compared to lower quality care, while no consistent relationship is found for children from other income groups. Family income and moderate hours of maternal work (1 to 39 as compared to no work or 40 to 60 hours/week), were positively associated with preschoolers' language skills.
	Bibliography Citation Studer, Marlena M. "Quality of Center Care and Preschool Cognitive Outcomes: Differences by Family Income" In: Sociological Studies of Child Development, Volume 5. P. Adler and P. Adler, eds. Greenwich, CT: JAI Press, 1992

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