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

Vandell, Deborah Lowe; Belsky, Jay; Burchinal, Margaret; Steinberg, Laurence; Vandergrift, Nathan

doi:10.1111/j.1467-8624.2010.01431.x

Cited by 649 publications

(474 citation statements)

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“…Children in higher quality childcare centres were found to have better results on test scores than children in lower quality childcare arrangements but children who spent more time in childcare were also found to have more behavioural problems (see Waldfogel, 1999). More recent research by Vandell et al (2010) looks at outcomes at age 15 from the NICHD study and find significant positive effects on educational attainment of high quality care, but not childcare per se -although these outcomes were not national tests where one might be able to claim that there would then be an established causal effect on lifecycle income. The British EPPE study was launched in 1997 and included a sample of 3,000 children from various socio-economic backgrounds, who attended a range of different preschools.…”

Section: Overview Of Existing Literaturementioning

confidence: 99%

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

Apps

Mendolia

Walker

2013

Economics of Education Review

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This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public.IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 6971 October 2012 ABSTRACTThe Impact of Pre-school on Adolescents' Outcomes: Evidence from a Recent English Cohort * This paper investigates the relationship between attendance at nursery school and children's outcomes in adolescence. In particular, we are interested in child cognitive development at ages 11, 14 and 16, intentions towards tertiary education, economic activity in early adulthood, and in a group of non-cognitive outcomes, such as risky health behaviours (smoking, early pregnancy, use of cannabis) and personality traits (feelings and commitments about school; psychological well-being). Using matching methods to control for a very rich set of child's and family's characteristics, we find that pre-school childcare largely improves results in cognitive tests at age 11 and 14 and 16, and has a positive effect on intentions towards further education and economic activity at age 19-20. Positive effects are especially noticeable for children coming from disadvantaged socio-economic backgrounds.Results on non-cognitive outcomes are more mix...

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Section: Overview Of Existing Literaturementioning

confidence: 99%

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

Apps

Mendolia

Walker

2013

Economics of Education Review

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“…Investigaciones recientes han puesto de relieve que, entre las variables que afectan al desarrollo temprano, las habilidades de interacción del profesorado son especialmente importantes para que niños/as aborden con éxito la transición entre el contexto familiar y el escolar, así como las complejas y continuadas experiencias relacionales con otros niños, personas adultas, espacios y materiales (Barandiaran, Muela, López de Arana, Larrea y Vitoria, 2015;Belsky, 2006;Hamre, Pianta, Hatfield y Jamil, 2014;Vandell et al, 2010).…”

Section: El Video Feedback Como Herramienta Para La Mejora De Las Habunclassified

Programa para la mejora de la sensibilidad (PMS) y habilidades de interacción del profesorado de Educación Infantil

et al. 2015

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Resumen:La importancia del desarrollo profesional del profesorado de Educación Infantil, para satisfacer las necesidades evolutivas infantiles y garantizar una educación de calidad, ha obtenido una gran fundamentación teó-rica y empírica. Investigaciones recientes han puesto de manifiesto que, entre las variables que afectan al desarrollo temprano, las habilidades de interacción del docente son especialmente relevantes. además, diversos meta-análisis recomiendan un tipo de formación centrada en el análisis de la práctica docente a través del video feedback. Sin embargo, son escasos los Abstract:The relevance of professional development aimed at satisfying children's developmental needs and guaranteeing quality education has achieved a great theoretical and empirical support. according to recent research, among the variables that influence early development care takers' interaction skills are especially relevant. Furthermore, diverse meta-analysis suggest a type of training based on the analysis of practice through video-feedback. However, very few training programs have applied this methodology in Spain so far. That is why the objective of this study was to analyse Programa para la mejora de la sensibilidad (PMS) y habilidades de interacción del profesorado de Educación Infantil alexandeR baRandiaRan aRteaGa, alexandeR Muela aPaRicio, elena lóPez de aRana PRado, iñaki laRRea HeRMida y aGuRtzane MaRtínez GoRRotxateGi 282Educatio Siglo XXI, Vol. 33 nº 2 · 2015, pp. 281-302http://dx.doi.org/10.6018/j/233251 the influence the training program for sensitivity improvement (SIP) has on the interaction skills of Infant Education educators. 14 care-takers participated in the research, divided into two groups. The experimental group (n =7), who were trained, and the comparison or control group (n =7). Results show that once the PMS training program had taken place, the educators showed greater sensitivity and verbal stimulation conducts. Besides, in comparison to the teachers who were not treated not undergo the treatment, they obtained higher scores in sensitivity and language stimulation. Despite the fact that the research should be replicated with a bigger sample in the future, the results obtained allow to state that PMS is a type of training that could be effective for Infant Education teachers' educational practice. Keywords:Professional development; interaction skills; preschool education; video feedback; childcare quality; verbal stimulation; teacher's reflective practice.programas de desarrollo profesional que hayan aplicado esta metodología en España. Por ello, el objetivo del presente trabajo consistió en examinar la influencia del programa para la mejora de la sensibilidad (PMS) sobre las habilidades de interacción del profesorado de Educación Infantil. En el estudio participaron 14 educadoras divididas en dos grupos. El grupo de intervención (n =7), que recibió la formación, y el grupo de control (n =7). Los resultados indican que, tras someterse al PMS, las educadoras muestran una mayor sensibilidad y conduc...

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“…While the quality of early care for children has been noted for some time to impact on cognitive and school achievement from pre-school age to adolescence (7) , public health concern has recently been expressed regarding the nutritional quality and amount of food served in the pre-school setting (8) .…”

mentioning

confidence: 99%

Healthy incentive scheme in the Irish full-day-care pre-school setting

Molloy

Kearney²,

Hayes³

et al. 2013

Proc. Nutr. Soc.

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A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-daycare pre-school setting.

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

Cited by 649 publications

References 80 publications

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort

Programa para la mejora de la sensibilidad (PMS) y habilidades de interacción del profesorado de Educación Infantil

Healthy incentive scheme in the Irish full-day-care pre-school setting

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