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Title: Quality of Center Care and Preschool Cognitive Outcomes: Differences by Family Income
Resulting in 1 citation.
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Studer, Marlena M. |
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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. |
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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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