How Much Is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development. NBER Working Paper No. 11812.

By Susanna Loeb, Margaret Bridges, Bruce Fuller, R. Rumberger, Daphna Bassok. 2005

639 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/75ca5bc09e4d1248a37d5d9e5dbfacc329d12cf9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. Winsler
2. Sophie Naudeau
3. Magne Mogstad
4. C. Weiland
5. A. Madigan

In Education

1. E. Jongen
2. Paul Muller
3. L. Bettendorf
4. C. Weiland
5. C. Haeck
6. Magne Mogstad
7. Tarjei Havnes
8. P. Lefèbvre

Citations in the corpus

• Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation (2010, background): “This study concluded that most children could experience cognitive gains when participating in center-based ECD programs for 15–30 hours a week (that is, 3–6 hours a day), during at least nine months of the year, and that children from lower-income families could benefit even further from more inten”
• No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes (2011, background): “Loeb et al. (2007), for instance, find that pre-primary education in the US is associated with improved reading and mathematics skills at primary school entry.”
• Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “During early childhood, there is consistent evidence of positive associations between higher dosage of center-based care and children’s cognitive skills, and there is inconsistent evidence of adverse associations between higher dosage of center-based care and children’s socio-emotional skills (Loeb ”
• School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs ☆ (2008, positive): “The literature is clear about how quality in early childhood programs matters, and it is clear that increasing the quality of the programs that are available to children is a worthy goal (Loeb et al., 2005).”
• Canadian evidence on ten years of universal preschool policies: The good and the bad (2015, background): “…seems to have positive, but small, effects on cognitive outcomes (Blau, 1999; Duncan et al., 2003; Belsky et al. 2007), longer hours in all types of preschool programs seem to be associated with increased behavioural problems that persist over time (Magnuson et al., 2004, 2005; Loeb et al., 2007).”
• Childcare subsidies and labour supply - Evidence from a large Dutch reform (2015, positive): “There are a number of papers that use the same reforms used in the analysis of labour force participation to study the effects on children and families (see e.g. Loeb et al., 2007; Baker et al., 2008; Havnes and Mogstad, 2011b).”