Child Development · 1989 · 204 citations · 9 references
Health ProfessionsHealth SciencesHealth Services ResearchActivities Of Daily LivingPublic Care Provision
The study followed 119 Swedish children from infancy to age 8, categorizing them by day‑care type and entry age, then assessed their cognitive, socio‑emotional, and academic outcomes at 8 years using aptitude tests, teacher ratings, and hierarchical regression and MANCOVA analyses. Earlier entry into day‑care (before age 1) was associated with better cognitive, socio‑emotional, and academic outcomes, while late entry or home care yielded poorer results, and early center care showed a trend toward more favorable outcomes.
119 Swedish children were followed from their first year of life up to the age of 8. Most could be classified according to (a) type of day-care they had experienced during their first 7 years of life and (b) time of first entrance into day-care. At 8 years, the children were tested with aptitude tests and rated by their teachers on school performance and social and personal development. Hierarchical regression analyses and MANCOVAs were used in the statistical treatment. Time of entrance into day-care predicted children's cognitive and socioemotional development, controlling for sex and home background. Children with early day-care (entrance before the age of 1) were generally rated more favorably and performed better than children with late entrance or home care. There was a tendency for early center care to predict a more favorable outcome than other care.
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Day Care: Scientific and Social Policy Issues.
Edward Zigler, Edmund W. Gordon · 1982 · 206 citations
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