CoChat
Sign Up
Cited by 535Early Childhood Education and DevelopmentLanguage Development and DisordersChild and Animal Learning Development

The DOI matches its Crossref record.

The Relation of Child Care to Cognitive and Language Development

National Institute of Child Health and Human Development Early Child Care Research Network·2000·Child Development
DOI 10.1111/1467-8624.00202
Open this paper in CoChat — free account

Abstract

Children from 10 sites in the United States were followed from birth to age 3 to determine how experiences in child care relate to cognitive and language development (Ns varied between 595 and 856, depending on the assessment). Multiple assessments of family and child care environments and of cognitive and language competence were collected. Analyses that adjusted for maternal vocabulary score, family income, child gender, observed quality of the home environment, and observed maternal cognitive stimulation indicated that the overall quality of child care, and language stimulation in particular, was consistently but modestly related to cognitive and language outcomes at ages 15, 24, and 36 months. The effect sizes for high (top quartile) versus low (bottom quartile) quality ranged from .18 to .48. After adjusting for child care quality, cumulative experience in center-based care was associated with better outcomes than was participation in other types of care. The amount of time children spent in care was not related to outcomes. Children in exclusive maternal care did not differ systematically from children in child care. Tests for lagged relations of earlier child care experiences to later performance (adjusting for current child care) showed that language stimulation predicted subsequent cognitive and language performance 9 to 12 months later. Although children in center care at age 3 performed better than children in other types of care, earlier experience in child care homes was associated with better performance at age 3 than was experience in other types of care. The relations of child care variables to outcomes did not vary consistently as a function of family income, quality of home environment, child gender, or ethnic group.

Overview

Integrity signals

Registry

Crossref · 10.1111/1467-8624.00202

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Still being checked.

Cited by

Sorted by citations

Items 401–500 of 535

Related

See all

Metadata

Authors
National Institute of Child Health and Human Development Early Child Care Research Network
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2000-07-01
Volume
71
Issue
4
Pages
960-980
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/1467-8624.00202
OpenAlex
W4243852216
Cited by
530
References
0
Citations by year
2026: 10 · 2025: 5 · 2024: 8 · 2023: 10 · 2022: 14 · 2021: 27 · 2020: 15 · 2019: 15 · 2018: 26 · 2017: 22 · 2016: 30 · 2015: 25 · 2014: 24 · 2013: 31 · 2012: 26
FWCI
80.31
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
Funders
U.S. Public Health Service
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords
child care, cognitive development, language development, child care quality, language stimulation, center-based child care, child care homes, maternal care, family environment, household income, child gender, ethnic differences, early childhood
MeSH terms
Age Factors, Child Care, Child Day Care Centers, Child Development, Child, Preschool, Cognition, Female, Humans, Infant, Infant, Newborn, Language Development, Language Tests, Male, Socioeconomic Factors, United States, Verbal Learning, Quality Indicators, Health Care

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review