Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development.
Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and for females to less risk taking and greater impulse control. Higher quality child care predicted higher academic grades and admission to more selective colleges. Fewer hours in child care was related to admission to more selective colleges. These findings suggest long-term benefits of higher quality child care, center-type care, and lower child-care hours for measures of academic standing at the EOHS. (PsycINFO Database Record
School of Education, University of California, Irvine.
Deborah Lowe
0000-0003-2373-9783
DL
Vandell
Frank Porter Graham Center, University of North Carolina, Chapel Hill.
Margaret
M
Burchinal
School of Education, University of California, Irvine.
Kim M
KM
Pierce
D000223:Adaptation, Psychological / Q000502:physiology*; D000293:Adolescent; D041923:Adolescent Development / Q000502:physiology*; D002654:Child Care; D002675:Child, Preschool; D004522:Educational Status; D005191:Family Characteristics; D005260:Female; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008137:Longitudinal Studies; D008297:Male; D054582:National Institute of Child Health and Human Development (U.S.); D012574:Schools; D013223:Statistics as Topic; D014481:United States; D055815:Young Adult
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