You are able to search the blog however, from time to time I think it's important to repost some key entries. A reminder for long time readers and information for new subscribers especially parents with infants.
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Timing of high-quality child care and cognitive, language, and pre-academic development
Li, Weilin, 01/01/2012
This study used data from the National Institute of Child Health and Human Development Study of Early Child Care to examine the effects of high- versus low-quality child care during 2 developmental periods (infant-toddler hood and preschool). The findings indicated that quality of child care in the infant-toddler period was positively and significantly related to cognitive development, and memory. Specifically, high quality care in the infant-toddler period was associated with higher cognitive development scores at 24 months. Additionally, higher quality infant-toddler care was associated with better memory scores at 54 months for children in low-quality child care in the preschool period. Children who received high-quality child care in the preschool period obtained higher language, reading and math scores at 54 months of age. Among those who received high-quality care in preschool, those who also received high-quality infant-toddler care scored higher on reading and math compared to those who received low-quality infant-toddler care. The authors conclude that this study provides evidence supporting the importance of timing (periods of differential growth and responsiveness) for human development, and that gains need to be maintained through long-term exposure to high quality education. Additionally, they suggest a strategy of distributing child care investments across early childhood periods as opposed to focusing on one or the other (infant-toddler or preschool). Limitations of the study are also discussed.
You can take a look at this :
http://www.
Timing of high-quality child care and cognitive, language, and pre-academic development
Li, Weilin, 01/01/2012
This study used data from the National Institute of Child Health and Human Development Study of Early Child Care to examine the effects of high- versus low-quality child care during 2 developmental periods (infant-toddler hood and preschool). The findings indicated that quality of child care in the infant-toddler period was positively and significantly related to cognitive development, and memory. Specifically, high quality care in the infant-toddler period was associated with higher cognitive development scores at 24 months. Additionally, higher quality infant-toddler care was associated with better memory scores at 54 months for children in low-quality child care in the preschool period. Children who received high-quality child care in the preschool period obtained higher language, reading and math scores at 54 months of age. Among those who received high-quality care in preschool, those who also received high-quality infant-toddler care scored higher on reading and math compared to those who received low-quality infant-toddler care. The authors conclude that this study provides evidence supporting the importance of timing (periods of differential growth and responsiveness) for human development, and that gains need to be maintained through long-term exposure to high quality education. Additionally, they suggest a strategy of distributing child care investments across early childhood periods as opposed to focusing on one or the other (infant-toddler or preschool). Limitations of the study are also discussed.
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