Do Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development

By D. Vandell, J. Belsky, Margaret R. Burchinal, N. Vandergrift, Laurence Steinberg. Child Development, 2010

871 citations recorded by the source corpus.

Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined (N = 1364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15, with escalating positive effects at higher levels of quality. The association between quality and achievement was mediated, in part, by earlier child care effects on achievement. Higher quality early child care also predicted youth reports of less externalizing behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15, relations that were partially mediated by earlier child care effects on externalizing behaviors.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cff23e598e74cf45d9858a9ab34cf3833cf6c486

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In Clinical Psychology

1. Karen M. La Paro
2. H. Rossbach
3. A. Williamson
4. Bridget E. Hatfield
5. C. Weiland
6. Y. Anders
7. Judith K. Treas
8. C. Tayler

In Education

1. C. Weiland
2. H. Rossbach
3. Y. Anders
4. K. Ishimine
5. Karen M. La Paro
6. Howard S. Bloom
7. Michal Tabach
8. A. Williamson

Citations in the corpus

• 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): “, 2007; Magnuson, Ruhm, and Waldfogel, 2007; NICHD Early Child Care Research Network, 2002), and that these adverse effects are most likely to occur in low-quality center-based care (Vandell et al., 2010; VotrubaDrzal, Coley, and Chase-Lansdale, 2004).”
• Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R (2014, background): “These effects have recently been shown to exist through adolescence, underscoring the importance of these early experiences in children’s development (Vandell et al., 2010).”
• Assessing Quality in Early Childhood Education and Care (2013, background): “Participation in ECEC impacts directly upon children’s educational and social development, and this impact has a lasting effect (Vandell et al, 2010; Ramey, Sparling and Landesman, 2012).”
• Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “High-quality preschool education programs seem to be a prerequisite for substantial and long-lasting beneficial effects (Anders et al., 2013; Anders et al., 2012; Anders et al., 2011; Melhuish et al., 200; Melhuish et al., 2013; Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2011; Vandell et”
• Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders (2015, background): “Studies have found that the quality of preschool care is linked to adolescent functioning including cognitive-academic achievement (Vandell et al. 2010).”
• Educational Gradients in Parents' Child‐Care Time Across Countries, 1965–2012 (2016, positive): “Children benefit from parental interaction, notably in terms of academic achievement (Bernal & Keane, 2011; Hill, Waldfogel, Brooks-Gunn, & Han, 2005), cognition (Lugo-Gil & Tamis-LeMonda, 2008; Tucker-Drob & Harden, 2012), language acquisition (Leibowitz, 1977; Rowe, 2008), and behavior (Laird, Pet”