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Title: Effects of Child-Care Arrangements on Cognitive and Behavioral Outcomes in 3- and 4-Year-Olds: Evidence from the Children of the NLSY
Resulting in 1 citation.
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Brooks-Gunn, Jeanne Baydar, Nazli |
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Effects of Child-Care Arrangements on Cognitive and Behavioral Outcomes in 3- and 4-Year-Olds: Evidence from the Children of the NLSY Presented: Seattle, WA, Biennial Meetings of the Society for Research in Child Development, April 1991 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Society for Research in Child Development (SRCD) Keyword(s): Child Care; Child Development; Children, Academic Development; Children, Behavioral Development; General Assessment; Maternal Employment; Peabody Picture Vocabulary Test (PPVT); Racial Differences Permission to reprint the abstract has not been received from the publisher. Effects of early childhood care experience using data from the Children of the NLSY are examined, focusing on patterns of child care over the first three years of life and their effects on black and white and poor and non-poor 3- and 4-year olds. Child verbal ability (PPVT-R) was associated with early child-care arrangements for white children living in poverty, such that: (1) grandmother care was the optimal form of early care; (2) care by relatives other than mothers and grandmothers exerts a negative effect; (3) the transition to center-based care in the second year of life was negative, compared to grandmother or mother care; and (4) the transition to center-based care in the third year was not negative. Small but significant maternal employment effects are seen for employment in the first but not the second or third years of the child's life. For employed mothers, type of child care used in the first, but not the second and third years of life, is associated with PPVT-R scores. |
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Bibliography Citation
Brooks-Gunn, Jeanne and Nazli Baydar. "Effects of Child-Care Arrangements on Cognitive and Behavioral Outcomes in 3- and 4-Year-Olds: Evidence from the Children of the NLSY." Presented: Seattle, WA, Biennial Meetings of the Society for Research in Child Development, April 1991. |