title: Type of day-care and preschool intellectual development in disadvantaged children.
abstract: Levels and patterns of intellectual development of 3 groups of socioeconomically disadvantaged children were compared. The groups consisted of (1) children who were randomly assigned to receive extensive university-based intervention group day-care, (2) children whose parents placed them in community day-care centers for varying amounts of time, or (3) children whose parents chose little to no center-based day-care for their children. Two repeated-measures analyses of variance were performed to identify possible day-care effects on IQ level and on patterns of infant and preschool cognitive development. The results suggest that quality community day-care, as well as intervention day-care, may positively change both the level and pattern of preschool intellectual development of socioeconomically disadvantaged children.
authors.affiliation: Frank Porter Graham Child Development Center, UNCCH, Chapel Hill 27599.
authors.forename: M
authors.initials: M
authors.lastname: Burchinal
authors.forename: M
authors.initials: M
authors.lastname: Lee
authors.forename: C
authors.initials: C
authors.lastname: Ramey
mesh_terms: D002656:Child Day Care Centers; D002657:Child Development; D002675:Child, Preschool; D003479:Curriculum; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007223:Infant; D007360:Intelligence; D007859:Learning Disabilities / Q000517:prevention & control; D008297:Male; D011203:Poverty; D011610:Psychosocial Deprivation; D012307:Risk Factors; D012931:Social Environment