document resume institutiondocument resume ed 407 149 ps 025 382 title mother-child interaction and...
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DOCUMENT RESUME
ED 407 149 PS 025 382
TITLE Mother-Child Interaction and Cognitive Outcomes Associatedwith Early Child Care: Results of the NICHD Study.
INSTITUTION National Inst. of Child Health and Human Development (NIH),Bethesda, MD. Early Child Care Network.
PUB DATE Apr 97NOTE 63p.; Poster symposium presented at the Biennial Meeting of
the Society for Research in Child Development (62nd,Washington, DC, April 3-6, 1997).
PUB TYPE Reports Research (143) Speeches/Meeting Papers (150)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Cognitive Development; Day Care; *Day Care Effects; Early
Experience; Family Characteristics; Family Influence;*Infants; *Language Acquisition; Longitudinal Studies;Mothers; *Parent Child Relationship; Preschool Education;Toddlers
ABSTRACTDoes early child care hinder or enhance infants' and
toddlers' social and cognitive development? This longitudinal studyinvestigated whether: (1) child care is related to qualities of mother-childinteraction and the child's cognitive and language development in the first 3years of life; (2) the child care environment interacts with the homeenvironment in prediction of these outcomes; and (3) specific characteristicsof child care are related to outcomes in these two domains (cognitive andlanguage development). Children (n=1,364) were assessed at 6, 15, 24, and 36months of age. Assessments included observations of the child's child careenvironment, of the mother and child during a structured interaction, of thechild's home environment, and standardized measures of cognitive and languagedevelopment. Results indicated that selection, child, and family variableswere consistently significant predictors of both mother-child interaction andcognitive and language outcomes. Child care variables consistently made anadditional significant, though usually smaller, contribution to explainingindividual differences in these outcomes. Quality of provider-childinteraction was related to better cognitive and language scores and to morepositive mother-child interactions. Amount of child care was associated withless sensitive and engaged mother-child interactions, but was unrelated tocognitive and language outcomes. (EV)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Siviborreof ifrelgi 4/0-4) ESTMother-Child Interaction and Cognitive6
Outcomes Associated with Early Child Car eh
Results of the NICHD. Study
The NICHD Early Child Care Research Network
Poster symposium presented at the Biennial Meeting of the Society For Research in ChildDevelopment, Washington, D.C., April, 1997
1'. OVERALL SUMMARY
Does early child care hinder or enhance infants' and toddlers' social and cognitiveC:1development? This question lies at the core of the child care debate. In these posters, we presentresults from the NICHD Study of Early Child Care relating child care to mother-child interactionand to cognitive and linguistic development across the First three years of life. This longitudinalinvestigation was designed as an ecological study of children from birth through first grade toexamine the nature of early caregiving experiences and the effects of those experiences upondevelopment. With 1,364 socially and racially diverse children from 10 sites, the study allowsinvestigation of child social and cognitive outcomes that emerge in multiple contexts, withmultiple measures, at multiple points in development.
Across two different domains, mother-child interaction and children's cognitive andlanguage development, three questions were addressed: 1) Is child care related to qualities ofmother child interaction and the child's cognitive and language development in the first threeyears of life after considering variables related to both child care use and the outcomes (selectionvariables) and other family and child characteristics? 2) Does the child care environmentinteract with the home environment in prediction of these outcomes? and 3) What specificcharacteristics of child care are related to outcomes in these two domains?
Children were assessed at 6, 15, 24, and 36 months of age. Assessments includedobservations of the child's child care environment, of the mother and child during a structuredinteraction, of the child's home environment, and standardized measures of the child's cognitiveand language development. The analysis model involved: selection variables (familycharacteristics related to both child care and outcome), child variables (gender and/ortemperament), additional family variables related to the outcome, and child care variables(including both structural and process measures). Hierarchical regressions were used to examinethe association between the selected child care variables and the outcomes in the two domainscC\ after selection, child, and family variables were controlled.
Results indicated that the selection, child, and family variables, entered before child carevariables in our predictive equations, were consistently significant predictors of bothCNIIS
mother-child interaction and cognitive and language outcomes. Child care variables consistentlyU.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
..) EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced as
\7*. ginatingreceived from the person or organization
1d Minor changes have been made to a BEST COPY AVAILABLEimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI onsitinn nr
ERRATAMother-Child Interaction and Cognitive Outcomes Associated with EarlyChild Care: Results of the NICHD Study
In The MCHD Study: Sample Characteristics, Sampling Plan and Subject Recruitment, diamondnumber two, please change "24 hospitals" to read "31 hospitals."
In Nonmaternal Child Care and Qualities of Mother-Child Interaction: Findings, Summary ofRegression Analyses of Cumulative Effects of Care, section two, delete "lower maternalsensitivity and child positive engagement with mother at 36 months."
made an additional significant, though usually smaller, contribution to explaining individualdifferences in these outcomes. Child care variables, especially positive caregiving and languagestimulation, contributed between 1.3% and 3.6% of the variance to early cognitive and languagedevelopment in the first three years of life. However, all the predictors in the analysis accountedfor between 5% and 41% of the variance. Similarly, in prediction of qualities of mother-childinteraction, when significant, child care variables accounted for approximately .5% to 1% of thevariance. However, all the predictors in analyses accounted for between 5% and 25% of thevariance. Nonetheless, for both mother-child interaction and cognitive andlanguage outcomes,there were consistent effects of child care variables, especially quality and quantity, aftercontrolling for selection, family and child characteristics.
Major findings with regard to child care variables included:
Quality of provider-child interaction was related to better cognitive and language scoresand to more positive mother-child interactions across the first three years. These effects weregenerally small, but statistically significant.
Specifically, more positive caregiving and, especially, language stimulation in thechild care setting were related to children's better performance on cognitive and languagetests when they were 15, 24, and 36 months of age. More positive caregiving in the childcare setting was related to more sensitivity and involvement of mothers observed withtheir children at 15 and 36 months.
Amount of child care was associated with less sensitive and engaged mother-childinteractions across the first three years. Again, these effects were small, but significant. Amountof care was unrelated to the cognitive and language outcomes.
Specifically, more hours of nonmaternal care were related to less sensitive play ofthe mother with the child at 6 and 36 months, more maternal negativity at 15 months, andless child affection toward the mother at 24 and 36 months. These findings seemed tohold particularly for the subgroup of mothers who were not at risk due to poverty ordepression.
In summary, although family and child predictors generally contributed a largerproportion of total variance in predicting mother-child interaction and cognitive and languageoutcomes, child care predictors consistently explained an additional small, significant amount ofvariance. In other words, what is happening at home and in families appears to influencechildren's lives, both for those in child care and for those who are not. Still, child care variablesprovided additional, significant prediction of mother-child interaction and cognitive and languageoutcomes.
.,--- -:.:..NICHD y Child Caie:. esearek.:.fte
Mark Appelbaum Celia Brownell Kaye FendtUniversity of California at San University of Pittsburgh National Institute of Child Health
Diego. (412) 624-4510 and Human Development
(619) 534.7959 (412) 624-4428 fax (301) 594-5414
(619) 534-7190 fax brovmellOvms.cis.pitledumappelbaOpsy.ucsd.edu
Sarah L Friedman
-44.4
Nancy MarshallWellesley College(617) 283-2551(617) 283-2054 faxnmarshallOwellesley.edu
Henry N. RicciutiCornell University(607)255.0844(607) 255-9856 faxhnrl Ccornell.edu
Margaret Burchinal National Institute of Child Health Kathleen McCartney Susan Spieker
Dee Ann BattenVanderbilt University
University of North Carolina atChapel HUI
and Human Development(301) 496-9849
University of New Hampshire(603) 862-3168
University of Washington at Seattle(206) 543-8453
(615) 343.1476 (919) 966-5059 (301) 480-7773 fax (603) 862-4986 fax (206) 685-3349 fax
(615) 343-1100 faxbattenda @ctnrax.vanderbilt.edu
(919) 962-5771 faxburchina.fpgemhs.unc.edu
friedmasehd01.nichd.nih.gov kathleen.mccartney unh.edu spiekerOu.washington.edu
Kathryn Hirsh-Pasek Marion O'Brien Deborah Lowe Vandell
Jay BelskyPennsylvania State University
Bettye CaldwellArkansas Children's Hospital
Temple University(610) 642-5275
University of Kansas(913) 864-4840
University of Wisconsin at Madison(608) 263-1902
(814) 865-1447 Department of Pediatrics (215) 204-5539 fax (913) 863-5202 fax (608) 263-6448 fax
(814) 863-6207 faxjxbeemailpsu.edu
(501) 320-3333(501) 320-1552 fax
v5280e0vm.temple.edu email mobrien @ falcon.cc.uRans.edu dvandellOmacc.wisc.edu
bettyemcOcare.ach.uams.edu Aletha Huston Margaret Tresch Owen Kathleen Wapner-Allen
Kimberly Boller' University of Texas at Austin University of Texas at Dallas Research Triangle Institute
Mathematica Policy Research Susan Campbell (512) 471-0753 (972) 883-6876 (301) 496-9849
Institute University of Pittsburgh (512) 471-5844 fax (214) 883.2491 fax (301) 480-7773 fax
(609) 275-2341(609) 799-0005 fax
(412) 624-8792(412) 624-5407 fax
achustonOmailutexas.edu mowenOutdallas.edu wal Ina rk @ hdo1.nichd.nih.gov
kbolleremathematca-moccom preschlOvnis.cis.pittedu Elizabeth Jaeger Robert Pianta Marsha WeinraubTemple University University of Virginia at Temple University
Cathryn Booth Alison Clarke-Stewart (215) 204-7894 Chartottesville (215) 232-6572
University of Washington at Seattle University of California at Irvine (215) 204.5539 fax (804) 24.3-5483 (215) 204-5539 fax
(206) 543-8074 (714) 824-7191 v1547gOvm.temple.edu (804) 243-5480 fax v5242e @vm.temple.edu
(206) 685-3349 fax (714) 824-3002 fax [email protected]
Dacbeu.washington.edu [email protected] Bonnie KnokeResearch Triangle Institute Deborah Phillips
Robert Bradley Martha Cox (919) 541-7075 National Academy of Sciences
University of Arkansas at Little University of North Carolina at (919) 541.5966 fax (202)334.1935 Affiliated with the NICHD during
Rock Chapel Hifi [email protected] (202) 334-3829 fax the course of the Early Child
(501) 569-3423 (919) 966-3509 phillipsOnas.edu Care Study.
(501) 569-8503 fax (919) 966-7532 faxMbradleyOualr.edu cox.fpgemhs.unc.edu
BEST. COPY AVAIILABLE
5
Mot
her-
Chi
ld In
tera
ctio
nan
d C
ogni
tive
Out
com
es A
ssoc
iate
d w
ithE
arly
Chi
ld C
are:
Res
ults
of t
he N
ICH
D S
tudy
NIC
HD
Ear
ly C
hild
Car
e R
esea
rch
Net
wor
kM
ark
App
elba
um, U
nive
rsity
of C
alifo
rnia
at S
an D
iego
Dee
Ann
Bat
ten,
Van
derb
ilt U
nive
rsity
Jay
Bel
sky,
Pen
nsyl
vani
aS
tate
Uni
vers
ityK
imbe
rly B
olle
r, N
atio
nal I
nstit
ute
of C
hild
Hea
lth a
nd H
uman
Dev
elop
men
t Cat
hryn
Boo
th, U
nive
rsity
of
Was
hing
ton
at S
eattl
eR
ober
t Bra
dley
, Uni
vers
ity o
f Ark
ansa
s at
Litt
le R
ock
Cel
iaB
row
nell,
Uni
vers
ity o
f Pitt
sbur
ghM
arga
ret B
urch
inal
, Fra
nk P
orte
r G
raha
m C
hild
Dev
elop
men
t Cen
ter
Bet
tye
Cal
dwel
l, A
rkan
sas
Chi
ldre
n's
Hos
pita
l Sus
anC
ampb
ell,
Uni
vers
ity o
f Pitt
sbur
ghA
lison
Cla
rke-
Ste
war
t, U
nive
rsity
of C
alifo
rnia
at I
rvin
eM
arth
a C
ox, U
nive
rsity
of N
orth
Car
olin
a at
Cha
pel H
illK
aye
Fen
dt, N
atio
nal I
nstit
ute
of C
hild
Hea
lth a
nd H
uman
Dev
elop
men
tS
arah
L. F
riedm
an,
Nat
iona
l Ins
titut
e of
Chi
ld H
ealth
and
Hum
an D
evel
opm
ent K
athr
ynH
irsh-
Pas
ek, T
empl
e U
nive
rsity
Ale
tha
Hus
ton,
Uni
vers
ity o
f Tex
as a
t Aus
tinE
lizab
eth
Jaeg
er, T
empl
e U
nive
rsity
Bon
nie
Kno
ke, R
esea
rch
Tria
ngle
Inst
itute
Nan
cyM
arsh
all,
Wel
lesl
ey C
olle
geK
athl
een
McC
artn
ey, U
nive
rsity
of N
ew H
amps
hire
Mar
ion
O'B
rien,
Uni
vers
ity o
f Kan
sas
Mar
gare
t Tre
sch
Ow
en, U
nive
rsity
of T
exas
at D
alla
s D
ebor
ah P
hilli
ps,
Nat
iona
l Aca
dem
y of
Sci
ence
s R
ober
t Pia
nta,
Uni
vers
ity o
f Virg
inia
at C
harlo
ttesv
ille.
Hen
ry N
. Ric
ciut
i, N
atio
nal
Inst
itute
of C
hild
Hea
lth a
nd H
uman
Dev
elop
men
t Sus
anS
piek
er, U
nive
rsity
of W
ashi
ngto
n at
Sea
ttle
Deb
orah
Low
e V
ande
ll, U
nive
rsity
of W
isco
nsin
at M
adis
on K
athl
een
Wal
lner
-A
llen,
Res
earc
h T
riang
le In
stitu
teM
arsh
a W
einr
aub,
Tem
ple
Uni
vers
ity
The
NIC
HD
Stu
dy:
Bac
kgro
und
Doe
s ea
rly c
hild
car
e hi
nder
or
enha
nce
infa
nts'
and
todd
lers
' soc
ial
and
cogn
itive
dev
elop
men
t? T
his
ques
tion
lies
at th
e co
re o
f the
chi
ldca
re d
ebat
e.
In th
ese
post
ers,
we
pres
ent r
esul
ts fr
om th
e N
ICH
D S
tudy
of E
arly
Chi
ld C
are
rela
ting
child
car
e to
mot
her-
child
inte
ract
ion
and
toco
gniti
ve a
nd la
ngua
ge d
evel
opm
ent a
cros
s th
e fir
st 3
year
s of
life
.T
his
long
itudi
nal i
nves
tigat
ion
was
des
igne
das
an
ecol
ogic
al s
tudy
of
child
ren
from
birt
h th
roug
h fir
st g
rade
, whi
ch in
vest
igat
es th
e na
ture
of e
arly
car
egiv
ing
expe
rienc
es a
nd th
e ef
fect
s of
thos
e ex
perie
nces
upon
dev
elop
men
t.
Acr
oss
two
diffe
rent
dom
ains
mot
her-
child
inte
ract
ion
and
child
ren'
s co
gniti
ve a
nd la
ngua
ge d
evel
opm
ent
thre
e qu
estio
nsar
e ad
dres
sed:
1.Is
chi
ld c
are
rela
ted
to m
othe
r-ch
ild in
tera
ctio
n an
d to
cog
nitiv
ede
velo
pmen
t abo
ve a
nd b
eyon
d th
e co
ntrib
utio
n of
sel
ectio
nef
fect
s an
d fa
mily
env
ironm
ent?
2. D
oes
the
child
car
e en
viro
nmen
t int
erac
t with
the
hom
een
viro
nmen
t to
affe
ct th
e ou
tcom
es?
3. W
hat c
hara
cter
istic
s of
chi
ld c
are
are
resp
onsi
ble
for
the
effe
cts
in th
ese
two
dom
ains
?
Bac
kgro
und
ortlf
ael.
Dra
mat
ic c
hang
e ha
s ta
ken
plac
e in
the
early
exp
erie
nces
of t
heyo
unge
st c
hild
ren
in th
e U
nite
d S
tate
s:
Cha
nges
in c
hild
car
e pa
ttern
s ar
e re
late
d to
incr
ease
dem
ploy
men
t am
ong
mot
hers
of y
oung
chi
ldre
n.
Mor
e th
an h
alf o
f the
infa
nts
unde
r 12
mon
ths
ofag
e re
ceiv
eca
re b
y so
meo
ne o
ther
than
thei
r m
othe
rs.
Fun
dam
enta
l sci
entif
ic a
nd s
ocia
l pol
icy
ques
tions
hav
e be
en r
aise
dab
out t
he e
ffect
s of
ear
ly c
hild
car
e ex
perie
nces
on
child
ren'
sde
velo
pmen
t:
Som
e ar
gue
that
ear
ly c
hild
car
e po
ses
risks
for
infa
nts.
Oth
ers
asse
rt th
at c
hild
ren
thriv
e in
chi
ld c
are
whe
n qu
ality
ishi
gh.
Stil
l oth
ers
argu
e th
at e
arly
exp
erie
nces
do
not a
lter
deve
lopm
enta
l tra
ject
orie
s un
less
they
are
cha
ract
eriz
ed b
yex
trem
e de
priv
atio
n.
Tw
o ov
er-a
rchi
ng q
uest
ions
mot
ivat
e th
e N
ICH
D S
tudy
of E
arly
Chi
ldC
are:
1.U
nder
wha
t circ
umst
ance
s do
chi
ldre
n th
rive
in c
hild
car
e?U
nder
wha
t circ
umst
ance
s is
chi
ldre
n's
deve
lopm
ent
com
prom
ised
?
2. T
hrou
gh w
hat p
roce
sses
doe
s ch
ild c
are
affe
ct c
hild
ren'
sde
velo
pmen
t?
BE
ST C
OPY
AV
AA
BL
E
1.0
Fig
ure
1: R
elat
ions
hips
of I
nter
est a
t Any
Giv
en A
gean
d O
ver
Tim
e:,,
w4s
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wra
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maH
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ly C
hild
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nmen
t
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ldC
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cter
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ldP
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hild
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ilyO
utco
mes
IC
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cts
of c
hild
car
e de
pend
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Indi
vidu
al c
hara
cter
istic
s of
chi
ld
40C
hara
cter
istic
s of
fam
ily a
nd h
ome
envi
ronm
ent
Chi
ld c
are
envi
ronm
ent.
Ana
ly
Iden
tify
sele
ctio
n fa
ctor
s (c
hara
cter
istic
s of
fam
ily r
elat
edto
bot
h ch
ild c
are
and
depe
nden
t var
iabl
es)
to c
ontr
ol in
anal
yses
.
12
Iden
tify
child
cha
ract
eris
tics
to c
ontr
ol.
Iden
tify
addi
tiona
l fam
ily c
hara
cter
istic
s re
late
dto
dep
ende
nt v
aria
bles
.
Tes
t effe
cts
of c
hild
car
e w
ith s
elec
tion,
child
, and
fam
ily fa
ctor
s co
ntro
lled.
Ass
ess
poss
ible
mod
erat
ing
influ
ence
sof
fam
ily v
aria
bles
.
EST
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E
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text
Sch
ool C
urric
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Chi
ld's
Per
cept
ions
/3
The
NIC
HD
Stu
dy:
Sam
ple
Cha
ract
eris
tics
amp
in.
e, 4
e
ecru
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s of
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Ten
site
s an
d th
e as
soci
ated
24
hosp
itals
def
ine
the
sam
plin
gdo
mai
n of
the
stud
y.
All
birt
hs in
stu
dy h
ospi
tals
dur
ing
the
recr
uitm
ent p
erio
d de
fine
a ca
tchm
ent w
hich
is th
e "r
efer
ence
pop
ulat
ion
of th
e st
udy.
"
0 S
ampl
ing
desi
gned
to p
rodu
ce u
nbia
sed
estim
ates
of e
ffect
s fo
rth
e ca
tchm
ent w
hile
ass
urin
g ad
equa
te r
epre
sent
atio
n of
maj
orso
cio-
dem
ogra
phic
nic
hes.
Loca
tion
of D
ata
Col
lect
ion
Site
s
15
Ran
dom
ass
ignm
ent o
f hos
pita
ls to
sam
plin
g da
ys
On
assi
gned
dat
es, a
ll bi
rths
in 2
4 ho
urs
reco
rded
Eac
h m
othe
r co
ntac
ted
in h
ospi
tal t
o de
term
ine
Dem
ogra
phic
s
Exc
lusi
onar
y ch
arac
teris
tics
Per
mis
sion
to b
e co
ntac
ted
in 2
wee
ks
Birt
h lis
ts fr
om a
ll si
tes
sent
to D
ata
Coo
rdin
atin
g C
ente
r
Exc
lude
d fa
mili
es c
ulle
d
Ran
dom
ized
cal
ling
lists
cre
ated
to e
nsur
e in
clus
ion
of a
t lea
st10
% o
f fam
ilies
with
low
inco
me,
low
edu
catio
n, a
nd s
ingl
epa
rent
s
Cal
ling
lists
ret
urne
d to
site
s
Mot
hers
cal
led
in o
rder
from
cal
ling
lists
at 2
wee
ks p
ost-
birt
hfo
r re
crui
tmen
t int
o st
udy
Fou
r fa
mili
es r
ecru
ited
per
wee
k at
eac
h si
te
Sig
ned
cons
ent a
nd o
ffici
al r
ecru
itmen
t at 1
-mon
th h
ome
visi
t
xc u
sion
"fer
ia'
.
Mot
her
<18
at d
eliv
ery
Mul
tiple
birt
h
Not
flue
nt in
Eng
lish
Fam
ily p
lann
ing
to m
ove
with
in 3
yea
rs
Med
ical
pro
blem
s of
bab
y or
mot
her
Ado
ptio
n/fo
ster
pla
cem
ent o
f bab
y
Mot
her
refu
sed
2-w
eek
call
Fam
ily li
ves
too
far
from
dat
a-co
llect
ion
site
Fam
ily in
oth
er s
tudy
Nei
ghbo
rhoo
d no
t saf
e
Bab
y in
hos
pita
l 7+
day
s
lr?
N NP
C7) V 'V
co -P
CO N
CD
co
O o o
cn cn cn
>C
O 0) A0ii- g 1.
.\.).
.-
CD CI
CO
O ii;
CO
CD
O.
0
N N N9 P P 50
co co -4 A ia
CO
Ppr
QP
N P °3
N
Ce o cn co i.n co
-a
m.
OB
0C
D
MO
r.13 c
ara4
tetiS
tiO:O
t-,th
e,Sa
rriti
t
0 ser
At
15 Mon
ths
At
36 Mon
ths
At
15 Mon
ths
At
36 Mon
ths
Num
ber
of Fam
ilies
N=
645
N=
678
Chi
ld
Gen
der
N=
645
N=
678
inco
me-
to-N
eeds
N=
639
N=
672
Mal
e
51.9
%
50.4
%
0-1(
pove
rty)
9.4%
12.1
%
Fem
ale
48.1
%
49.6
%
>1-
1.8
(nea
r
pove
rty)
15.3
%
12.5
%
>1.
8
(non
poor
)
75.3
%
75.4
%
Tw
o-P
aren
t
Fam
ily
N=
644
N=
677
Yes
80.1
%
77.0
%
Mat
erna
l
Edu
catio
n
N=
645
N=
678
No
19.9
%
23.0
%
No
HS
Deg
ree
4.8%
6.2%
HS
Deg
ree
or GE
D
18.1
%
19.5
%
Hou
rs/W
eek
In Car
e
N=
645
N=
678
Som
e
Col
lege
35.5
%
32.3
% 0 - 9 6.7%
8.6%
Col
lege
Deg
ree
22.8
%
23.3
%
10 -19
8.5%
10.6
%
Pos
t-G
radu
ate
Edu
catio
n
18.8
%
18.7
%
20 - 29
14.3
%
14.6
%
30 + 70.5
%
66.2
%
Chi
ld
Eth
nici
ty
N=
645
N=
678
Whi
te,
Non
-His
pani
c
78.6
%
79.7
/e
Typ
e
of Car
e
N=
645
N=
678
Bla
ck,
Non
-His
pani
c
10.1
%
9.7%
Chi
ld
Car
e
Cen
ter
18.9
%
40.6
%
His
pani
c
6.2%
6.3%
Chi
ld
Car
e
Hom
e
30.7
%
24.2
%
Oth
er
5.1%
4.3%
Rel
ativ
e
/in -Hom
e
Car
e
50.4
%
35.3
%
raph1c aractens W oie.
At1 Month
At15 Months
At36 Months
At1 Month
At15 Months
At36 Months
Number of Families N=1364 N=1240 N=1161 Child Gender N=1364 N=1240 N=1161
Income-to-Needs N=1274 N=1231 N=1151 Male 51.7% 51.3% 51.4%
0-1 (poverty) 24.3% 16.7% 16.9% Female 48.3% 48.7% 48.6%
>1-1.8 (near poverty) 5.2% 15.4% 13.0%
>1.8 (nonpoor) 60.4% 67.9% 70.1% Two-Parent Family N=1364 N=1239 N=1159
Yes 76.5% 78.5% 77.6%
Maternal Education N=1363 N=1240 N=1161 No 23.5% 21.5% 22.4%
No HS Degree 10.2% 8.8% 8.9%
HS Degree or GED 21.1% 20.7% 20.6% Hours/Week in Care N=1240 N=1161
Some College 33.4% 33.6% 32.8% 0 - 9 35.3% 31.4%
College Degree 20.8% 21.7% 22.0% 10 - 19 8.5% 9.2%
Post-Graduate Education 14.5% 15.2% 15.7% 20 - 29 10.2% 10.7%
30 + 46.0% 48.7%
Child Ethnicity N=1364 N=1240 N=1161
White, Non-Hispanic 76.4% 77.4% 78.6% Type Of Care N=1240 N=1161
Black, Non-Hispanic 12.7% 11.7% 11.2% Child Care' Center 11.3% 29.6%
Hispanic 6.1% 6.0% 5.9% Child Care Home 22.5% 20.2%
Other 4.8% 4.9% 4.4% Relative/In-Home Care 36.3% 28.5%
Mother 29.9% 21.7%
ection. eO Major assessments were done at 1, 6, 15, 24, 36, and 54 months and will be done in first grade.
O Intervening phone contacts were made every 3 to 6 months.
O Questionnaires were completed in kindergarten.
The schedule of assessments is displayed in the table below.
AssessmentSetting
Home
Child Care
Laboratory
Phone
MailedQuestionnaire
School
Child Age (in months)
6 15
Grade
24 36 54 1
BEST COPY AVAIABLE1 9
The
NIC
HD
Stu
dy:
Mea
sure
men
tsof
Chi
ld C
are
20
MO In
form
atio
n pr
ovid
ed b
y m
othe
rs in
tele
phon
e ca
lls
40 A
vera
ges
for
wee
kly
hour
s of
car
e de
term
ined
OA
mou
nt c
alcu
late
d as
mea
n of
wee
kly
hour
s of
car
edu
ring
agi
ven
epoc
h (e
.g.,
0-6,
0-1
5, 0
-24,
0-3
6 m
onth
s)C
hild
ren
who
exp
erie
nced
no
nonm
ater
nal c
are
acro
ssep
ochs
rece
ived
sco
res
of 0
.
ON
umbe
r of
arr
ange
men
ts s
tart
ed a
cros
s ep
ochs
(e.
g., 0
-6,
0-15
, 0-2
4, 0
-36
mon
ths)
O D
eter
min
ed fr
om m
othe
r's r
epor
t of c
hang
es in
chi
ld-c
are
arra
ngem
ents
Typ
e of
chi
ld-c
are
arra
ngem
ent w
as a
sses
sed
at 5
, 14,
23,
and
35
mon
ths.
Typ
e of
car
e w
as d
esig
nate
d fo
r th
e ca
rear
rang
emen
t in
whi
ch th
e ch
ild w
as o
bser
ved
as fo
llow
s:
Rel
ativ
e/In
-Hom
e C
are
Fat
her
Rel
ativ
e
In-h
ome/
nonr
elat
ive
care
Chi
ld C
are
Hom
e
Chi
ld C
are
Cen
ter
Chi
ld C
are
ua,
Qua
lity
of C
are
4..f
.%' 4P
-.
-.
- I
SI I
..
e.
..
I
.-
e.
-.5
-I
.IS
.I
-.5
-I
.I
es. -
to
6- -
IS-
.-
-.
--
ile
OR
CE
Gen
eral
Pro
e111
&.,.
U'".
9.(
>
55.
.5
Is.
IsI
S-
I.
OR
CE
Rat
ings
of P
itive
FM
1101
1.
".
. -
IS
I-
- IS
.I
se-
--
S-6
I6.
,
--.
'.
OR
CE
Beh
avio
r S
cale
.IS
- ' -se
9s
I.
.5
e
I-.
ofe
I
Ie
IS"
. .1
.S.
-S.
I.I
-4
.-.
-I.
II
-
I.
14
. -6
The
NIC
HD
Stu
dy:
Non
mat
erna
lC
hild
Car
ean
dQ
ualit
ies
ofM
othe
r-C
hild
Inte
ract
ion
24
The
nex
t tw
o po
ster
s ex
amin
e is
sues
per
tain
ing
to th
e as
soci
atio
nbe
twee
n th
e us
e of
non
mat
erna
l chi
ld c
are
and
glob
al q
ualit
ies
ofm
othe
r-ch
ild in
tera
ctio
n.
O C
umul
ativ
e an
d la
gged
effe
cts
of a
mou
nt, s
tabi
lity,
and
qua
lity
ofno
nmat
erna
l chi
ld c
are
on m
othe
r-ch
ild in
tera
ctio
n at
6, 1
5, 2
4,an
d 36
mon
ths.
O Q
ualit
ies
of m
othe
r-ch
ild in
tera
ctio
n in
var
ious
chi
ld-r
earin
gni
ches
, def
ined
by
fam
ily r
isk
and
child
-car
e qu
antit
y an
d qu
ality
.
1.
esl
Do
hour
s in
non
mat
erna
l car
e pr
edic
t mot
her-
child
inte
ract
ion
inth
e.fir
st 3
yea
rs o
f life
?
2. A
mon
g fa
mili
es u
sing
chi
ld c
are,
do
hour
s in
car
e, s
tabi
lity
ofca
re, a
nd q
ualit
y of
non
mat
erna
l chi
ld c
are
pred
ict m
othe
r-ch
ildin
tera
ctio
n in
the
first
3 y
ears
?
3. W
hat a
re th
e ef
fect
s of
full-
time
child
car
e on
mot
her-
child
inte
ract
ion
for
fam
ilies
who
diff
er b
y po
vert
y st
atus
and
mat
erna
lde
pres
sion
?
OD
oes
full-
time
child
car
epa
rtic
ular
ly h
igh-
qual
ity c
are
buffe
r ris
k co
nditi
ons
for
mot
her-
child
inte
ract
ion?
Doe
s fu
ll-tim
e ch
ild c
are
part
icul
arly
low
-qua
lity
care
add
risk
for
mot
her-
child
dya
ds a
t ris
k?
O D
oes
full-
time
child
car
e in
trod
uce
risk
for
mot
her-
child
dya
dsno
t at r
isk?
The
stu
dy o
f ass
ocia
tions
bet
wee
n ch
ildca
re a
nd m
othe
r-ch
ildIn
tera
ctio
n ad
dres
ses
how
the
ecol
ogy
of c
hild
rea
ring,
chi
ldca
re, a
nd fa
mily
inte
ract
.
Som
e in
vest
igat
ors
hypo
thes
ize
risks
to th
e es
tabl
ishm
ent o
fse
nsiti
ve m
othe
r-in
fant
inte
ract
ions
ass
ocia
ted
with
ear
lyex
tens
ive
child
car
e.
A. O
ther
s hy
poth
esiz
e be
nefit
s of
chi
ldca
re fo
r fa
mily
pro
cess
es,
espe
cial
ly u
nder
con
ditio
ns o
f adv
ersi
ty in
whi
ch c
hild
care
can
serv
e as
a s
ourc
e of
sup
port
.
Par
amet
ers
of c
hild
car
e (e
.g.,
amou
nt, q
ualit
y)m
ay h
ave
posi
tive
effe
cts
on fa
mily
pro
cess
es in
som
e fa
mili
es a
ndne
gativ
e ef
fect
s in
oth
ers.
In a
dditi
on to
exa
min
ing
mai
n ef
fect
s of
car
e, a
naly
tic m
odel
sm
ust t
est h
ow c
are
and
fam
ily p
roce
sses
com
bine
to a
ffect
mot
her-
child
rel
atio
nshi
ps.
Ana
lysi
s P
lan
Reg
ress
ion
Ana
lyse
sE
xam
ined
effe
cts
of c
hild
-car
e ex
perie
nce,
cum
ulat
edov
erep
ochs
of 0
-6, 0
-15,
0-2
4, a
nd 0
-36
mon
ths
"cum
ulat
ive
effe
cts"
Pre
dict
ion
of m
othe
r-ch
ild in
tera
ctio
n fr
om c
hild
-car
e va
riabl
esw
hen
sele
ctio
n, c
hild
, and
fam
ily v
aria
bles
con
trol
led
Hou
rs o
f non
mat
erna
l car
e ex
amin
ed fo
r w
hole
sam
ple,
incl
udin
g th
ose
with
0 h
ours
Hou
rs, s
tabi
lity,
and
qua
lity
of n
onm
ater
nal c
are
exam
ined
for
subs
ampl
e ob
serv
ed in
chi
ld c
are
Exa
min
ed e
ffect
s of
chi
ld-c
are
expe
rienc
e in
ear
lier
epoc
hson
late
r m
othe
r-ch
ild in
tera
ctio
n"la
gged
effe
cts"
Pre
dict
ion
from
ear
lier
care
exp
erie
nces
(e.
g., 0
6 m
onth
s)to
late
r m
easu
red
outc
omes
(e.
g., 3
6-m
onth
mot
her-
child
inte
ract
ion)
, afte
r se
lect
ion,
chi
ld a
nd fa
mily
var
iabl
esco
ntro
llep
6
SIS
Pla
nned
Com
paris
ons
with
in C
hild
rear
ing
Nic
hes:
Ful
l-tim
e C
are
(hig
h- a
nd lo
w-q
ualit
y)vs
. No
Car
eun
der
Con
ditio
ns o
f Ris
k
Spe
cific
pre
dict
ions
test
ed fu
ll-tim
e no
nmat
erna
lca
re a
nd it
s qu
ality
vers
us n
o re
gula
r no
nmat
erna
l car
e un
der
high
- an
d lo
w-r
isk
cond
ition
s. No
care
= a
vera
ge h
ours
of c
are
acro
ss e
poch
<10
Ful
l-tim
e ca
re =
ave
rage
hou
rs o
f car
e ac
ross
epo
ch z
30
1.U
nder
hig
her-
risk
cond
ition
s:
Doe
s fu
ll-tim
e ca
re b
uffe
r ris
k? o
r ad
d ris
k?F
ull-t
ime
> <
no
care
?
Doe
s fu
ll-tim
e, h
ighe
r-qu
ality
car
e bu
ffer
risk?
Ful
l-tim
e hi
gher
-qua
lity
> n
o ca
re?
Doe
s fu
ll-tim
e, lo
wer
-qua
lity
care
add
ris
k?F
ull-t
ime
low
er-q
ualit
y <
no
care
?
2. U
nder
low
er-r
isk
cond
ition
s:
Doe
s fu
ll-tim
e ca
re d
imin
ish
reso
urce
s an
d in
trod
uce
risk?
Ful
l-tim
e <
no
care
?
Doe
s fu
ll-tim
e, lo
wer
-qua
lity
care
add
ris
k?.
Ful
l-tim
e lo
wer
- q
ualit
y <
no
care
?
Tw
o R
isk
Con
ditio
ns E
xam
ined
Mat
erna
l dep
ress
ion
(hig
h ris
k =
upp
er q
uart
ile C
ES
-D)
Pov
erty
(hig
h ris
k =
<1.
8 av
erag
e in
com
e/ne
eds)
Fri
for
Var
iabl
es:
1. C
ovar
late
s
Sel
ectio
n V
aria
bles
varia
bles
cor
rela
ted
with
bot
h ch
ild-c
are
and
mot
her-
child
inte
ract
ion
Inco
me-
to-n
eeds
rat
io
Mat
erna
l edu
catio
n
Chi
ld V
aria
bles
Chi
ld g
ende
r
Diff
icul
t tem
pera
men
t
Fam
ily V
aria
bles
rel
ated
to d
epen
dent
var
iabl
es
Tw
o-pa
rent
fam
ily s
tatu
s
Mat
erna
l sep
arat
ion
anxi
ety
Mat
erna
l dep
ress
ion
2. C
hild
Car
e
Hou
rs: W
eekl
y ho
urs
aver
aged
for
epoc
h
Sta
bilit
y: N
umbe
r of
sta
rts
Qua
lity:
Pos
itive
car
egiv
ing
ratin
g
28
riaes
;Q
ualit
ies
of M
othe
r-C
hild
Inte
ract
ion
at 6
and
15
mon
ths-
* M
ater
nal S
ensi
tivity
Com
posi
ted
ratin
gs o
f 15-
min
vid
eota
ped
play
Sen
sitiv
ity to
non
dist
ress
sig
nals
Pos
itive
reg
ard
of in
fant
Intr
usiv
e pl
ay (
refle
cted
)
alph
as =
.75,
.70
relia
bilit
ies
= .8
7, .8
3
Pos
itive
Invo
lvem
ent
HO
ME
(C
aldw
ell &
Bra
dley
) su
bsca
le (
fact
or-a
naly
tical
ly d
eriv
ed)
rate
d fr
om h
ome
inte
rvie
w a
nd o
bser
vatio
n
Spo
ntan
eous
ly v
ocal
izes
Res
pond
s ve
rbal
ly to
chi
ld
Initi
ates
ver
bal i
nter
actio
n
Voi
ceg
posi
tive
feel
ings
for
child
Hug
s/ki
sses
chi
ld
Wat
ches
chi
ld (
prai
ses
child
)
alph
as =
.52,
.56
4> L
ack
of N
egat
ivity
(at
15
mon
ths
only
)
HO
ME
sub
scal
e (f
acto
r-an
alyt
ical
ly d
eriv
ed)
Doe
s no
t sho
ut a
t chi
ld
Is n
ot h
ostil
e
Doe
s no
t sla
p/sp
ank
Doe
s no
t crit
iciz
e
Doe
s no
t int
erfe
re
Pun
ishe
s ph
ysic
ally
<2/
wee
k
alph
a =
.54
Qua
litie
s of
Mot
her-
Chi
ld In
tera
ctio
n at
24
and
36 m
onth
sC
ompo
site
d ra
tings
of 1
5-m
in v
ideo
tape
d pl
ay
Mat
erna
l Sen
sitiv
ityat
24
mon
ths
Sen
sitiv
ity to
non
dist
ress
sig
nals
Intr
usiv
enes
s (r
ever
sed)
Pos
itive
reg
ard
of c
hild
alph
a =
.74
relia
bilit
y =
.84
at 3
6 m
onth
s
Sup
port
ive
pres
ence
Res
pect
for
auto
nom
y
Hos
tility
(re
vers
ed)
alph
a =
.78
relia
bilit
y =
.84
Chi
ld P
ositi
ve E
ngag
emen
tat
24
mon
ths
Chi
ld e
ngag
emen
t with
mot
her
Chi
ld p
ositi
ve m
ood
alph
a =
.66
relia
bilit
y =
.76
at 3
6 m
onth
s
Chi
ld a
ffect
ion
for
mot
her
Chi
ld n
egat
ivity
(re
vers
ed)
alph
a =
.61
relia
bilit
y =
.77
303
4
onm
ater
nal
Chi
ld C
are
and
Qua
litie
s of
Mot
her-
Chi
ldIn
tera
ctio
n:F
indi
ngs
32G
EST
CO
PYS
Mag
i/
Eac
h E
poch
'at
. 36
MO
ntM
ater
nal
Sen
sitiv
ity36
Mon
ths
(n=
1023
)
Chi
ldE
ngag
emen
t36
Mon
ths
(n=
1023
)
Cov
aria
tes
06
.211
w.0
67**
Chi
ld C
are
06
.009
**
.005
Hou
rs-.
08*
Fam
ily 7
15
.008
*ns
Chi
ld C
are
7 15
nsns
Hou
rs-.
05-.
01
Fam
ily 1
624
.009
ns
Chi
ld C
are
1624
Red
.ns
Hou
rs-.
03-.
03
Fam
ily 2
5 36
.001
.005
"
Chi
ld C
are
2536
Red
.ns
Hou
rs.0
2-.
07
Adj
uste
d R
2 T
otal
.235
.077
p<.0
5p<
.01
p<.0
01
NO
TE
: Bol
d ty
pe d
enot
es a
djus
ted
R2
at p
oint
of e
ntry
.R
ed. d
enot
es r
educ
tion
in R
2 at
poi
nt o
f ent
ry.
Pla
in ty
pe d
enot
es b
eta
in fi
nal m
odel
.ns
= n
onsi
gnifi
cant
.E
ffect
s fo
r 6-
mon
th h
ours
on
mat
erna
l sen
sitiv
ity r
emai
n si
gnifi
cant
whe
n 6-
mon
th s
ensi
tivity
adde
d to
cov
aria
tes
bloc
k.
Fam
ily =
mat
erna
l dep
ress
ion,
sep
arat
ion
anxi
ety,
and
2-p
aren
t sta
tus
In g
iven
epo
ch.
Cov
aria
tes
0-6
= s
elec
tion,
chi
ld, a
nd fa
mily
cov
aria
tes
0-6.
r.
Regression Results for Models feir ffep sv,of Child Care on Mother-Child
InteractWicitiV4r At'4 ViAV5W^% ,:
I
.
I
I
.
I
II
1. I
- to
: s - -
- . . t.
. S.
I
I
S..
Regression Results for Cumulative 's e v or, ff sof Child Care on Mother-Child IntrY11.'
.1
. 1.
ir I
- - -
: j tt
.1
:
I I
3
I.
:
I:
,
djusteci Means and Planned Co . sons. o, ,...........cyi..,,..,,..... ......, ,.... 1...,,,,ouj -k is ,s
, . .-. ,, ...,, . -'''''',?,".'" Fri.0.,A .''' : < ..".,.. A ' S4 .'" .,.. ''' ' s''''. '... .'''''C.: >
s:
or Low-Risk - NondepressecUrvlothers4 -4,,,,,",,,,,,, .:: k.,1'.-"c%,.. s.c.:r ......:,1%::/r 4.:''' ... ,4N. .. '.4....,4
....4",,t1.+1".,' ' ''' ' ' v% ..., ,'," ..., ., , , ' .P ,.. , ' ..."-; 7' ''''...a.;.:: ,<Mi.r.2..aVX.7.4",:.!`,.g.1.fa
(NC)
3nsitivity 6 9.44
asitive Involvement 6 5.42
ansitivity 15 953
J sitive Involvement 15 5.58
3ck of Negativity 15 5.23
znsitivity 24 9.50
)11d Engagement 24 5.79
)nsitivity 36 17.69
iild Engagement 36 11.57
p<.05p<.01
ns = nonsignificantNC = No Care (<10 hr weekly average)FT = Full-time Care (>30 hr weekly average)
T/HQ = Higher-Quality Full-time Care17LQ = Lower-Quality Full-time Care
Care GroupsOar
(FT#0)
9.05 9.10 9.00
5.56 5.59 5.53
9.41 9.39 9.43
5.64 5.69 5.58
5.05 5.10 4.99
9.52 9.45 9.59
5.67 5.62 5.74
17.22 17.38 17.21
11.01 10.91 11.10
ComparisonsNC v v F-044.Fr , FO0 Ft4-0 Fr1,0
ns
ns ns
ns ns ns ns
ns ,ns ns ns
ns ns
ns ns ns ns
ns ns ns ns
ns ns
ns
NOTE: Means are adjusted for income-to-needs, maternal education, child gender, 2-parent status, and separation anxiety.
' ,,: ',- : ' f ..:,....S.:. .....- .r.r "S''' '...': ... ...... ..:,:. .... ., .'.. .../.....Meansranandusted Planned:Compa s ,%:...:, ...:.,., ... .., .,.-.:. ,.,-...,.... j.4...I.Lk.z.z....,..,:,,:.., ;.r :...3.,....; 7,, w k ... ^, ' - ",,. , ,.,. ,, ... , .,......`,' ,.. ,..or.LowRI npovertsr Fam*..ip ...4..:...1,,,,............,...... ...,.. . ',.., w..........
::, ., .;, : ,,,;; ., . ,./ : ,.. s: . . ,,...4. .. .. , ....V , ' .: , .. '., .,0'. : . t ' ...'.' {' '' =.'S..,'?'? Olgr17., 1 l'., .. \ '''''':\SS:S.r. ...... .::' " 4 '..;,. , ' " ...,.
misitivity 6
)sitive Involvement 6
:.isitivity 15
)sitive Involvement 15
ick of Negativity 15
)nsitivity 24
Aid Engagement 24
,nsitivity 36
iild Engagement 36
Care Groups
^:'...
,. ,.... :'
." .......'..: ,' 2., '
. ,.e ,
.. ,
.... .."` ,. .
. ,.. ''' '
... , . e. - s'..,4. 't.,,, ;,..
' ..'. '
Comparisons"
No Care Pu64Mie HlOottl 4Cutg NC v NC Ar NC v flop*(NC) (FTIHQ) /LC1) FT FT/HQ F40 M... O...
9.54 9.14 9.12 9.17 ns
5.46 5.57 5.57 5.57 ns ns ns ns
9.69 9.47 9A1 9.53 ns ns ns ns
5.59 5.67 5.70 5.63 ns ns ns ns
5.20 5.04 5.09 4.98 ns ns ns
9.43 9.50 9.42 9.59 ns ns ns ns
5.80 5.63 5.56 5.70 ns ns ns ns
18.05 17.15 17.15 17.15 ns
11.63 11.03 11.01 11.06 ns
p<.05" p<.01
ns = nonsignificantNC = No Care (<10 hr weekly average)FT = Full-time Care (>30 hr weekly average)
T/HQ = Higher-Quality Full-time CareTan = Lower-Quality Full-time Care
BEST COPY AVAILABLE
NOTE:Means are adjusted for maternal education, child gender, 2-parent status, maternal depression, and separation anxiety.
justed Means an Planne ompar soh scgtar,or Hi h.
ensitivity 6
ositive Involvement 6
ensitivity 15
asitive Involvement 15
3ck of Negativity 15
ensitivity 24
-did Engagement 24
ensitivity 36
iild Engagement 36
wa ncom wilinessCare Groups
HiQual(FT/HO)
- 4
(FT/L0 ) , ,Fr
,,Comparisons
NCv NCvFT/HO OT /Lc)
FT/HO vOT/La
9.02 9.01 9.07 8.95 ns ns ns ns
5.24 5.36 5.59 5.14 ns ns
8.98 9.06 9.23 8.92 ns ns ns ns
5.39 5.46 5.57 5.38 ns . , ns ns ns
5.08 4.94 5.02 4.88 ns ns ns ns
9.19 9.08 9.43 8.79 ns ns ns ns
5.54 5.25 5.45 5.08 ns ns ns
16.67 16.71 17.30 16.31 ns ns ns ns
10.97 10.98 10.85 11.06 ns ns ns ns
p<.05ns :: nonsignificantNC = No Care (<10 hr weekly average)FT = Full-time Care (>30 hr weekly average)
171-10 = Higher-Quality Full-time Care7r/Lo = Lower-Quality Full-time Care
NOTE: Means are adjusted for maternal education, child gender, 2-parent status, maternal depression, and separation anxiety.
jusor,
deans.RisK :am'
-3nstuvrry 6
ositive Involvement 6
ansitivity 15
sitive Involvement 15
Ick of Negativity 15
2nsitivity 24
iild Engagement 24
2nsitivity 36
Engagement 36
No Care
9.08
5.28
9.20
5.36
4.96
9.05
5.43
16.67
11.0n
tanned-',-.- :' . - 4r5auc . . . 4.,....,,..,,...
omparis,.., -,,,,,,, ..._High Nlya ernarue. ess
-..-,------,wr.-, -
Care GroupsFull -time HiQual Lo bill:ate........ffi#10) (71M.,....,...,....,
9.19 8.95 9.47
5.34 5.43 5.23
9.13 9.04 9.22
5.54 5.51 5.56
4.89 4.88 4.89
9.00 9.13 8.87
5.17 5.38 4.99
16.32 10.30 1625
11.00 11.10 10.90
ComparisonsNCv NCv NCV FT/HQ VFr FT/HQ FT/L0
ns ns ns ns
ns ns ns ns
ns ns ns ns
ns ns ns ns
ns ns ns ns
ns ns ns ns
ns ns ns
ns . ns ns ns
ns ns ns ns
p<.05no = nonsignificantNC = No Care (<10 hr weekly average)FT -= Full-time Care (>30 hr weekly average)
T/HQ = Higher-Quality Fulltime CareT/LO -= Lower-Quality Fulitime Care
NOTE: Means are adjusted for income -to- needs, maternal education, child gender, 2-parent status, and separation anxiety.
umm
ark.
of
R
of C
um I
g Effe
cts
In th
e w
hole
sam
ple,
do
hour
s of
non
mat
erna
l car
e pr
edic
t qua
litie
sof
mot
her-
child
inte
ract
ion?
Mor
e ho
urs
of c
are
pred
ict
low
er m
ater
nal s
ensi
tivity
at 6
and
36
mon
ths
mor
e m
ater
nal n
egat
ivity
at 1
5 m
onth
s
low
er c
hild
pos
itive
eng
agem
ent w
ith m
othe
r at
24
and
36m
onth
s
For
chi
ldre
n in
car
e, d
o ho
urs,
sta
bilit
y, a
nd q
ualit
y of
car
e pr
edic
tqu
aliti
es o
f mot
her-
child
inte
ract
ion?
Mor
e ho
urs
of c
are
pred
ict
low
er m
ater
nal p
ositi
ve in
volv
emen
t at 6
mon
ths
low
er m
ater
nal s
ensi
tivity
and
chi
ld p
ositi
ve e
ngag
emen
t with
mot
her
at 3
6 m
onth
s
but m
ore
posi
tive
mat
erna
l inv
olve
men
t at 1
5 m
onth
s
Hig
her
qual
ity o
f car
e pr
edic
ts
mor
e po
sitiv
e m
ater
nal i
nvol
vem
ent a
t 15
mon
ths
mor
e m
ater
nal s
ensi
tivity
and
chi
ld p
ositi
ve e
ngag
emen
t with
mot
her
at 3
6 m
onth
s
37
egre
sson
vof
agg
eec
In th
e w
hole
sam
ple,
do
hour
s of
non
mat
erna
l car
e fr
om e
arlie
r tim
epe
riods
pre
dict
sub
sequ
ent q
ualit
ies
of m
othe
r-ch
ild in
tera
ctio
n?
O M
ore
hour
s of
car
e in
the
0- to
6-m
onth
per
iod
pred
ict
low
er m
ater
nal s
ensi
tivity
at 3
6 m
onth
s
low
er c
hild
pos
itive
eng
agem
ent a
t 36
mon
ths
O E
ffect
s re
mai
n si
gnifi
cant
for
0-6
hour
s of
car
e w
hen
6-m
onth
mat
erna
l sen
sitiv
ity is
con
trol
led.
anne
No
Car
eFu
ll-tim
e H
igh
Qua
lity
Full-
time
Low
Qua
lity
Doe
s us
e of
full-
time
child
car
epa
rtic
ular
ly h
igh-
qual
ity c
are
buffe
r ef
fect
s of
ris
k co
nditi
ons
for
mot
her-
child
inte
ract
ion?
OLo
w-in
com
e m
othe
rs u
sing
full-
time
high
er-q
ualit
y ca
re h
adhi
gher
pos
itive
invo
lvem
ent a
t 6 m
onth
s th
an lo
w-in
com
em
othe
rs n
ot u
sing
car
e or
thos
e us
ing
low
er-q
ualit
y fu
ll-tim
eca
re.
O N
o bu
fferin
g ef
fect
s of
car
e fo
und
for
mot
hers
with
hig
hde
pres
sive
sym
ptom
s.
Doe
s us
e of
full-
time
care
add
ris
k w
hen
mot
hers
are
at r
isk?
O E
ngag
emen
t was
low
er a
t 24
mon
ths
for
child
ren
of h
igh-
risk
mot
hers
in fu
ll-tim
e lo
wer
-qua
lity
care
than
for
child
ren
ofm
othe
rs n
ot u
sing
car
e.
38
ve' '
'''T.O
W,1
0A02
., i
Sum
mar
y of
rn a
ri 0
Low
-Ris
k M
othe
rsN
o C
are
Ful
l-tim
e H
igh
Qua
lity
Ful
l-tim
e Lo
w Q
ualit
yW
hen
mot
hers
are
not
at r
isk,
doe
s us
e of
full-
time
care
intr
oduc
eris
k to
mot
her-
child
inte
ract
ion?
Low
-ris
k m
othe
rs (
nond
epre
ssed
and
non
pove
rty)
wer
e m
ore
sens
itive
at 6
and
36
mon
ths
whe
n no
t usi
ng c
are
than
whe
nus
ing
full-
time
care
, reg
ardl
ess
of it
s qu
ality
.
Whe
n no
t in
care
, chi
ldre
n of
low
-ris
k m
othe
rs s
how
ed m
ore
posi
tive
enga
gem
ent w
ith m
othe
r at
36
mon
ths
than
whe
n in
full-
time
care
, reg
ardl
ess
of it
s qu
ality
.
Low
-ris
k m
othe
rs w
ere
mor
e ne
gativ
e at
15
mon
ths
whe
n us
ing
low
er q
ualit
y fu
ll-tim
e ca
re th
an w
hen
not u
sing
car
e.
But
Sim
ilar
to h
igh-
risk
(low
-inco
me)
mot
hers
, non
depr
esse
dm
othe
rs u
sing
full-
time
high
er-q
ualit
y ca
re w
ere
mor
e po
sitiv
ely
invo
lved
at 6
mon
ths
than
non
depr
esse
d m
othe
rs n
ot u
sing
care
.
Onc
usio
1.F
amily
and
chi
ld c
hara
cter
istic
s w
ere
cons
iste
nt p
redi
ctor
s of
mot
her-
child
inte
ract
ion.
Com
pare
d w
ith th
eir
influ
ence
s, c
hild
care
was
a m
uch
smal
ler
cont
ribut
or to
qua
litie
s of
mot
her-
child
inte
ract
ion
in th
e fir
st 3
yea
rs.
O W
hen
sign
ifica
nt, c
hild
car
e pr
edic
ted
appr
oxim
atel
y .5
% to
1% o
f the
tota
l var
ianc
e. O
f the
var
ianc
e ac
coun
ted
for,
on
aver
age
only
6.5
% w
as a
ttrib
utab
le to
car
e.
2.N
onet
hele
ss, w
here
chi
ld-c
are
effe
cts
wer
e fo
und,
find
ings
wer
eco
nsis
tent
Am
ount
of c
hild
car
e w
as n
egat
ivel
y re
late
d to
mot
her-
child
inte
ract
ion
For
the
who
le s
ampl
e (a
nd, f
or th
e m
ost p
art,
for
the
sam
ple
of fa
mili
es u
sing
non
mat
erna
l car
e), m
ore
hour
s of
nonm
ater
nal c
hild
car
e w
ere
rela
ted
to le
ss s
ensi
tive
play
of th
e m
othe
r w
ith h
er c
hild
at 6
and
36
mon
ths
and
mor
ene
gativ
e in
tera
ctio
ns w
ith h
er c
hild
at 1
5 m
onth
s.
In a
dditi
on, c
hild
ren
wer
e le
ss p
ositi
vely
eng
aged
with
thei
rm
othe
rs d
urin
g pl
ay a
t 24
and
36 m
onth
s w
hen
they
spe
ntm
ore
hour
s in
non
mat
erna
l car
e.
Neg
ativ
e ef
fect
s of
hou
rs in
the
first
6 m
onth
s sh
owed
ape
rsis
tent
effe
ct a
t 36
mon
ths
on m
othe
r-ch
ild in
tera
ctio
n.
Mirr
orin
g fin
ding
s fo
r th
e w
hole
sam
ple,
am
ong
nonp
over
tyan
d no
ndep
ress
ed m
othe
rs, h
ighe
r qu
aliti
es o
f mot
her-
child
inte
ract
ion
wer
e ob
serv
ed a
t 36
mon
ths
whe
nm
othe
rs u
sed
no r
egul
ar c
hild
car
e th
an w
hen
they
use
dfu
ll-tim
e ca
re a
cros
s th
e fir
st 3
yea
rs.
Qua
lity
of c
are
was
rel
ated
to m
othe
r-ch
ild in
tera
ctio
n
Whe
n hi
gher
- qua
lity
child
car
e w
as u
sed,
mot
hers
wer
em
ore
posi
tivel
y in
volv
ed a
t 15
mon
ths
than
whe
n ca
re w
aslo
wer
in q
ualit
y. In
add
ition
, mot
hers
wer
e m
ore
sens
itive
and
thei
r ch
ildre
n w
ere
mor
e po
sitiv
ely
enga
ged
at 3
6m
onth
s w
hen
child
car
e w
as h
ighe
r in
qua
lity.
For
low
-inco
me
mot
hers
, use
of h
ighe
r-qu
ality
full-
time
.car
e w
as r
elat
ed to
gre
ater
mat
erna
l pos
itive
invo
lvem
ent
at 6
mon
ths,
rel
ativ
e to
no
care
.
Low
er-q
ualit
y fu
ll-tim
e ca
re c
onst
itute
d an
add
ition
al r
isk
for
the
child
's p
ositi
ve e
ngag
emen
t with
mot
her
at 2
4 m
onth
s,re
lativ
e to
no
care
, for
chi
ldre
n of
hig
h-ris
k m
othe
rs.
In s
umm
ary,
thes
e fin
ding
s su
gges
t tha
t bey
ond
the
mor
e co
nsis
tent
and
perv
asiv
e ef
fect
s of
fam
ily, m
ater
nal,
and
child
cha
ract
eris
tics
onqu
aliti
es o
f mot
her-
child
inte
ract
ion,
chi
ld c
are
hour
s an
d qu
ality
mak
e ad
ditio
nal,
thou
gh s
mal
l, co
ntrib
utio
ns.
42
Cog
nitiv
ean
dLi
ngui
stic
Out
com
es:
Bac
kgro
und
The
nex
t tw
o po
ster
s ex
amin
e th
e ex
tent
to w
hich
chi
ldca
re is
rela
ted
to c
ogni
tive
and
lang
uage
out
com
es d
urin
g th
e fir
st 3
year
s of
life
afte
r ad
just
ing
for
sele
ctio
n, c
hild
, and
fam
ily c
hara
cter
istic
s.
Inte
rven
tion
Stu
dies
The
se s
tudi
es fo
cus
on h
igh-
qual
ity p
rogr
ams
offe
red
to c
hild
ren
from
impo
veris
hed
fam
ilies
.
The
find
ings
con
sist
ently
dem
onst
rate
pos
itive
effe
cts
of c
hild
care
on
a ra
nge
of c
ogni
tive
and
lang
uage
out
com
es a
nd lo
ng-
last
ing
effe
cts
on a
cade
mic
out
com
es.
Nat
ural
istic
Stu
dies
O T
hese
stu
dies
hav
e ty
pica
lly fo
cuse
d on
the
effe
cts
of p
resc
hool
care
on
cogn
itive
per
form
ance
in w
hite
mid
dle-
clas
s ch
ildre
n.
O E
mpi
rical
res
ults
are
mix
ed s
how
ing
no e
ffect
s of
car
e on
cogn
ition
and
lang
uage
, pos
itive
effe
cts
on b
oth
cogn
ition
and
lang
uage
, or
som
etim
es n
egat
ive
effe
cts
of c
are
on th
ese
outc
omes
.
1. D
oes
qual
ity o
f car
epr
edic
t cog
nitiv
e an
d la
ngua
ge o
utco
me
mea
sure
s in
the
first
3 y
ears
of l
ife?
Qua
lity
mea
sure
d by
pos
itive
car
egiv
ing
ratin
gs
Qua
lity
mea
sure
d by
freq
uenc
y of
lang
uage
stim
ulat
ion
2. D
o ho
urs
in c
are
and
type
of c
are
pred
ict c
ogni
tive
and
lang
uage
out
com
es in
the
first
3 y
ears
of l
ife?
3. D
oes
child
car
e af
fect
boy
s an
d gi
rlsdi
ffere
ntly
?4.
Do
child
-car
e ex
perie
nces
pre
dict
diffe
rent
ly fo
r ch
ildre
n w
hova
ry b
y:
fam
ily in
com
e?
hom
e en
viro
nmen
t?
ethn
icity
?
SEST
CO
PYA
MIA
BL
E
45
Cum
ulat
ive
Ana
lyse
s fo
rSu
bsam
ple
of C
hild
ren
Obs
erve
d in
The
ir C
are
Env
iron
men
t
Iden
tify
sele
ctio
n fa
ctor
s to
be
used
as
cova
riate
s.
Iden
tify
child
cha
ract
eris
tics
to b
e us
ed a
sco
varia
tes.
Iden
tify
addi
tiona
l fam
ily e
nviro
nmen
tal
char
acte
ristic
s to
exa
min
e th
e ex
tent
to w
hich
they
are
rel
ated
to th
e co
gniti
ve a
nd la
ngua
geou
tcom
es.
Reg
ress
the
cogn
itive
and
lang
uage
outc
ome
varia
bles
on
pred
icto
r va
riabl
esen
tere
d in
the
follo
win
g or
der:
site
,se
lect
ion,
chi
ld, f
amily
env
ironm
ent,
child
-ca
re v
aria
bles
, and
Inte
ract
ion
bloc
ks u
sing
hier
arch
ical
reg
ress
ions
.
Tes
t int
erac
tions
:la
ngua
ge s
timul
atio
n X
gen
der
lang
uage
stim
ulat
ion
X in
com
e-to
-ne
eds
lang
uage
stim
ulat
ion
X fa
mily
envi
ronm
ent (
HO
ME
)
4I
1. C
ovar
iate
s
Sel
ectio
n V
aria
bles
Mat
erna
l voc
abul
ary
(Pea
body
Pic
ture
Voc
abul
ary
Tes
t)
Inco
me-
to-n
eeds
: Fam
ily in
com
e (e
xclu
sive
of w
elfa
repa
ymen
t) d
ivid
ed b
y th
e po
vert
y th
resh
old
for
a fa
mily
of a
give
n si
ze
Chi
ld G
ende
r
Fam
ily V
aria
bles
HO
ME
Tot
al S
core
: Obs
erve
d st
imul
atio
n an
d su
ppor
tav
aila
ble
to c
hild
in h
ome
envi
ronm
ent
Mat
erna
l stim
ulat
ion:
Rat
ed o
n a
4-po
int s
cale
from
vide
otap
es w
ith 1
5 m
in o
f mot
her-
child
inte
ract
ion
durin
g pl
ay
2. C
hild
Car
e
Hou
rs: M
ean
num
ber
of h
ours
of c
are
per
wee
k fr
om b
irth
thro
ugh
the
age
at w
hich
the
outc
ome
mea
sure
was
col
lect
ed
Typ
e:C
hild
-Car
e C
ente
r: N
umbe
r of
tim
es c
hild
obs
erve
d in
cen
ter
care
prio
r to
and
incl
udin
g th
e as
sess
men
t per
iod
(e.g
., at
6an
d 15
mon
ths,
for
15-m
onth
out
com
es)
Chi
ld-C
are
Hom
e: N
umbe
r of
tim
es c
hild
obs
erve
d in
chi
ld-
care
hom
e pr
ior
to a
nd in
clud
ing
the
asse
ssm
ent p
erio
d
Qua
lity
of p
rovi
der-
child
inte
ract
ion
Pos
itive
car
egiv
ing:
A c
ompo
site
var
iabl
e fr
om O
RC
E R
atin
g S
cale
s:S
ensi
tivity
to n
ondi
stre
ssS
timul
atio
n of
cog
nitiv
e de
velo
pmen
tP
ositi
ve r
egar
dD
etac
hmen
t (re
flect
)F
latn
ess
of a
ffect
(re
flect
ed)
Fre
quen
cy o
f lan
guag
e st
imul
atio
n:A
com
posi
te v
aria
ble
from
OR
CE
Beh
avio
r S
cale
sA
sks
ques
tions
of c
hild
Res
pond
s to
chi
ld v
ocal
izat
ion
Oth
er ta
lk to
chi
ld
4?
rim
A4.
..
O A
t 15
Mon
ths
Bay
ley
Sca
les
of In
fant
Dev
elop
men
t:S
tand
ardi
zed
deve
lopm
enta
l ass
essm
ent y
ield
ing
Men
tal D
evel
opm
enta
l Ind
ex (
MD
I)
Mac
Art
hur
Com
mun
icat
ive
Dev
elop
men
t Inv
ento
ry (
CD
I):
Sta
ndar
dize
d qu
estio
nnai
re c
ompl
eted
by
mot
her
yiel
ding
prod
uced
voc
abul
ary
com
preh
ende
d vo
cabu
lary
4, A
t 24
Mon
ths
Bay
ley
Sca
les
of In
fant
Dev
elop
men
t (R
evis
ed):
Sta
ndar
dize
d de
velo
pmen
tal a
sses
smen
t yie
ldin
gM
enta
l Dev
elop
men
tal I
ndex
(M
DI)
Mac
Art
hur
Com
mun
icat
ive
Dev
elop
men
t Inv
ento
ry (
CD
I):
Sta
ndar
dize
d qu
estio
nnai
re c
ompl
eted
by
mot
her
yiel
ding
prod
uced
voc
abul
ary
sent
ence
com
plex
ity
At 3
6 M
onth
s
Bra
cken
Sca
le o
f Bas
ic C
once
pts:
Sch
ool R
eadi
ness
Com
posi
te:
Sta
ndar
dize
d de
velo
pmen
tal a
sses
smen
t yie
ldin
gS
choo
l Rea
dine
ss C
ompo
site
Rey
nell
Dev
elop
men
tal L
angu
age
Sca
le (
RD
LS):
Sta
ndar
dize
d de
velo
pmen
tal a
sses
smen
t yie
ldin
gco
mpr
ehen
ded
voca
bula
ryex
pres
sive
lang
uage
4C
Cog
nitiv
ean
dLi
ngui
stic
Out
com
es:
Res
ults
and
Dis
cuss
ion
35J
CC
OPY
AI/
AiL
ASI
E
, ':..
s,,,,
:,z*,
\oM
a\
raitt
i...:
,. W
4;,'
..;re
ssio
itcoe
.,.
rap-
4,1
$di
,::.,
,,p.ts
alo
ttn C
o gu
ll ire
ci:
N,4
A-6
0.-a
meg
ats0
1101
64r.
...ve
wE
nter
edbe
fore
child
car
e pr
edic
tors
: Site
, Sel
ectio
n (M
ater
nal V
ocab
ular
y,In
com
e/N
eeds
), G
ende
r, H
ome
(Tot
al H
OM
E, O
bser
ved
Mat
erna
l Cog
nitiv
e S
timul
atio
n)
Chi
ld C
are
Pred
icto
rs:
Mod
el 1
:H
ours
, typ
e, o
bser
ved
posi
tive
care
givi
ng r
atin
g
Mod
el 2
: Mod
el 1
+ o
bser
ved
freq
uenc
y of
lang
uage
stim
ulat
ion
Bay
ley
MD
IV
ocab
ular
yV
ocab
ular
yPr
oduc
edC
ompr
ehen
ded
Mod
el 1
Mod
el 2
Mod
el 1
Mod
el 2
Mod
el 1
Mod
el 2
Adj
uste
d R
2 fo
rco
varia
tes
Adj
uste
d R
2 fo
r al
lch
ild-c
are
varia
bles
Ave
rage
hou
rs/w
eek
in c
hild
car
e 0-
15 m
o
# tim
es in
cen
ter
6,15
mo
# tim
es in
chi
ld c
are
hom
e 6,
15 m
o
Obs
erve
d ra
ting
ofpo
sitiv
e ca
regi
ving
6,15
mo
Obs
erve
d fr
eque
ncy
of la
ngua
ge s
timul
atio
n6,
15 m
o
Tot
al a
djus
ted
R2
for
sele
ctio
n, g
ende
r,ho
me,
chi
ld c
are
ns =
non
sign
ifica
nt.
= p
<.0
5no
t in
mod
el.
ns ns ns ns
.129
*.0
3r.0
13*
.013
*.0
32*
.036
*
nsns
nsns
ns
nsns
.109
*ns
ns
nsns
nsns
ns
ns.1
24*
ns.1
47*
ns
.172
*.2
45*
.176
*
.142
*.0
68*
.049
*
50
Per
forr
nanc
e,ae
Age
rS
tand
ardi
zed
Reg
ress
ion
eief
fitig
lit*s
a,fr
om A
naly
ses
Pre
dict
ing,
Cog
riitii
ii4 li
d
Ent
ered
bef
ore
child
car
e pr
edic
tors
: Site
, Sel
ectio
n (M
ater
nal V
ocab
ular
y,In
com
e/N
eeds
), G
ende
r, H
ome
(Tot
al H
OM
E, O
bser
ved
Mat
erna
l Cog
nitiv
e S
timul
atio
n)
Chi
ld C
are
Pre
dict
ors:
Mod
el 1
: Hou
rs, t
ype,
obs
erve
d po
sitiv
e ca
regi
ving
rat
ing
Mod
el 2
: Mod
el 1
+ o
bser
ved
freq
uenc
y of
lang
uage
stim
ulat
ion
Bay
ley
MD
IV
ocab
ular
yP
rodu
ced
Sen
tenc
eC
ompl
exity
Mod
el 1
Mod
el 2
Mod
el 1
' Mod
el 2
Mod
el 1
Mod
el 2
Adj
uste
d R
2 fo
rco
varia
tes
.269
*.0
53'
.110
'
Adj
uste
d R
2 fo
r al
lch
ild-c
are
varia
bles
.032
'.0
23"
.016
'
Ave
rage
hou
rs/w
eek
in c
hild
car
e 0-
24 m
ons
nsns
nsns
ns
# tim
es in
cen
ter
6,15
, 24
mo
.172
.19
ns.1
03'
ns.1
01*
# tim
es in
chi
ld c
are
hom
e 6,
15, 2
4 m
o.0
77*
.100
'ns
nsns
ns
Obs
erve
d ra
ting
ofpo
sitiv
e ca
regi
ving
6,15
, 24
mo
.160
nsns
ns.1
18ns
Obs
erve
d fr
eque
ncy
of la
ngua
ge s
timul
atio
n6,
15, 2
4 m
o.1
41'
.234
*.1
62'
Tot
al a
djus
ted
R2
for
sele
ctio
n, g
ende
r,ho
me,
chi
ld c
are
.301
*.0
76'
.126
*
ns =
non
sign
ifica
nt.
= p
<0.
5-
not i
n m
odel
5B
EST
CO
PYA
VA
ILA
BL
E
orm
arte
eaP
oto
Iized
Reg
ress
iion
,t
naly
ses
ire, a
n ut
:ang
,,em
zwS
k>A
rg',V
1*A
tlftte
*:i,A
k,,4
,0'tf
,NE
nter
ed b
efor
e ch
ild c
are
pred
icto
rs: S
ite, S
elec
tion
(Mat
erna
l Voc
abul
ary,
Inco
me/
Nee
ds),
Gen
der,
Hom
e (T
otal
HO
ME
, Obs
erve
d M
ater
nal C
ogni
tive
Stim
ulat
ion)
Chi
ld C
are
Pre
dict
ors:
Mod
el 1
: Hou
rs, t
ype,
obs
erve
d po
sitiv
e ca
regi
ving
rat
ing
Mod
el 2
: Mod
el 1
+ o
bser
ved
freq
uenc
y of
lang
uage
stim
ulat
ion
Bra
cken
Sch
ool
Rea
dine
ss
Rey
nell
Exp
ress
ive
Lang
uage
Rey
nell
Voc
abul
ary
Com
preh
ende
dM
odel
1M
odel
2M
odel
1M
odel
2M
odel
1M
odel
2A
djus
ted
R2
for
cova
riate
s.3
16'
.164
".3
88*
Adj
uste
d R
2 fo
r al
lch
ild-c
are
varia
bles
.014
.014
'.0
21'
Ave
rage
hou
rs/w
eek
in c
hild
car
e 0-
36 m
ons
nsns
nsns
ns
# tim
es in
cen
ter
6,15
, 24,
36
mo
.118
*.1
37'
.095
'.1
24*
.142
*.1
55*
# tim
es in
chi
ld c
are
hom
e 6,
15, 2
4, 3
6 m
ons
nsns
ns.0
83'
.093
'
Obs
erve
d ra
ting
ofpo
sitiv
e ca
regi
ving
6,15
, 24,
36
mo
.116
*ns
.096
*ns
.148
*.1
17*
Obs
erve
d fr
eque
ncy
ofla
ngua
ge s
timul
atio
n6,
15, 2
4, 3
6 m
ons
.123
'ns
Tot
al a
djus
ted
R2
for
sele
ctio
n, g
ende
r,ho
me,
chi
ld c
are
.330
.178
*.4
09*
ns =
non
sign
ifica
nt.
= p
<.0
5-
not i
n m
odel
52
Key
Que
stio
n 1
Doe
s qu
ality
of c
are
pred
ict c
ogni
tive
and
lang
uage
out
com
es in
the
first
3 y
ears
of l
ife?
Yes H
ighe
r ch
ild-c
are
qual
ity w
as c
onsi
sten
tly r
elat
ed to
bet
ter
outc
omes
. The
uni
que
cont
ribut
ion
of th
e ch
ild-c
are
qual
ityva
riabl
es r
ange
d fr
om 1
.3%
and
3.6
% o
f the
indi
vidu
aldi
ffere
nces
in c
ogni
tive
'and
lang
uage
per
form
ance
.
Mor
e po
sitiv
e ca
regi
ving
rat
ing
is r
elat
ed to
:
1. H
ighe
r co
gniti
ve s
core
sB
ayle
y at
24
mon
ths;
Bra
cken
at 3
6 m
onth
s
2. H
ighe
r la
ngua
ge s
core
sat
all
ages
Thi
s fin
ding
is p
rimar
ily a
ccou
nted
for
by th
e F
requ
ency
of L
angu
age
Stim
ulat
ion.
Hig
her
lang
uage
stim
ulat
ion
is a
ssoc
iate
d w
ith:
1. H
ighe
r co
gniti
ve s
core
sB
ayle
y at
15
and
24 m
onth
s; B
rack
en a
t 36
mon
ths
2. H
ighe
r la
ngua
ge o
utco
mes
at a
ll ag
es
Key
Que
stio
n 2
Do
hour
s in
car
e an
d ty
pe o
f car
e pr
edic
t cog
nitiv
e an
d la
ngua
geou
tcom
es in
the
first
3 y
ears
of l
ife?
Num
ber
of H
ours
?
No T
here
is n
o re
latio
n be
twee
n nu
mbe
r of
hou
rs o
f car
e an
dan
yof
the
outc
ome
varia
bles
.
Typ
e?
Yes A
fter
cont
rolli
ng fo
r qu
ality
of c
are
Cen
ter
care
pre
dict
s be
tter
perf
orm
ance
on
the
Bay
ley
at 2
4m
onth
s, o
n th
e B
rack
en S
choo
l Rea
dine
ss a
t 36
mon
ths,
and
on m
easu
res
of la
ngua
ge s
kill
at a
ll th
ree
ages
.
Chi
ld-c
are
hom
es p
redi
ct b
ette
r pe
rfor
man
ce o
n th
e B
ayle
y at
24 m
onth
s an
d on
one
of t
wo
mea
sure
s of
lang
uage
ski
ll at
36 m
onth
s.
Key
Que
stio
n 3
Is th
e re
latio
n be
twee
n ch
ild c
are
and
cogn
itive
or
lang
uage
outc
omes
diff
eren
t for
boy
s an
d gi
rls?
No N
o co
nsis
tent
pat
tern
of i
nter
actio
ns b
etw
een
the
lang
uage
stim
ulat
ion
varia
ble
and
child
gen
der
emer
ged
in a
naly
ses.
One
sig
nific
ant i
nter
actio
n w
as o
btai
ned
in a
naly
sis
of th
ere
cept
ive
voca
bula
ry a
t 15
mon
ths.
Key
Que
stio
n 4
Do
child
-car
e ex
perie
nces
pre
dict
diff
eren
tly fo
r chi
ldre
n w
ho v
ary
by:
Fam
ily In
com
e?
No N
o si
gnifi
cant
inte
ract
ions
bet
wee
n la
ngua
ge s
timul
atio
n an
din
com
e-to
-nee
ds w
ere
foun
d.
Hom
e E
nviro
nmen
t?
No N
o si
gnifi
cant
inte
ract
ions
bet
wee
n la
ngua
ge s
timul
atio
n an
dth
e H
OM
E w
ere
foun
d.
Eth
nici
ty?
No N
o si
gnifi
cant
inte
ract
ions
bet
wee
n la
ngua
ge s
timul
atio
n an
det
hnic
ity (
Afr
ican
Am
eric
ans,
Cau
casi
an)
wer
e fo
und.
5i
onc
usto
1.Q
ualit
y of
pro
vide
r-ch
ild in
tera
ctio
n at
chi
ldca
re is
rel
ated
tobe
tter
cogn
itive
and
lang
uage
out
com
e du
ring
the
first
3 ye
ars:
Acr
oss
a w
ide
rang
e of
chi
ld-c
are
setti
ngs,
pos
itive
car
egiv
ing
and
lang
uage
stim
ulat
ion
cont
ribut
e be
twee
n 1.
3%an
d 3.
6% o
fth
e va
rianc
e to
ear
ly c
ogni
tive
and
lang
uage
dev
elop
men
t in
the
first
3 y
ears
of l
ife. D
espi
te th
e si
gnifi
canc
e of
thes
e re
sults
,it
isim
port
ant t
o no
te th
at a
ll th
e pr
edic
tors
com
bine
d (in
com
e-to
-ne
eds,
mot
her's
voc
abul
ary,
mot
her
inte
ract
ion
with
the
child
,fa
mily
env
ironm
ent,
child
gen
der,
and
chi
ld c
are)
acc
ount
ed fo
rbe
twee
n 5%
and
41%
of t
he v
aria
nce.
Bec
ause
our
mea
sure
s of
chi
ld-c
are
qual
ity a
re in
tera
ctio
nal,
the
asso
ciat
ion
betw
een
qual
ity o
f car
e an
d ch
ildre
n's
outc
omes
may
be
due,
at l
east
in p
art,
to b
ehav
iors
elic
ited
by th
e ch
ildre
nan
d re
spon
ded
to b
y th
e ch
ild-c
are
prov
ider
s.
2. T
he r
elat
ion
betw
een
child
-car
e pr
edic
tors
and
out
com
es is
sim
ilar
for
child
ren:
in d
iffer
ent t
ypes
of c
are
with
diff
eren
t fam
ily in
com
es
from
diff
eren
t hom
e en
viro
nmen
ts
from
diff
eren
t eth
nic
grou
ps
of b
oth
gend
ers
3.A
fter
cont
rolli
ng fo
r qu
ality
of c
are:
Chi
ldre
n at
tend
ing
cent
er c
are
have
hig
her
cogn
itive
and
lang
uage
out
com
es th
an c
hild
ren
in o
ther
type
s of
care
.
4. W
ith q
ualit
y co
ntro
lled:
Par
ticip
atio
n in
chi
ld-c
are
hom
es p
redi
cts
bette
r pe
rfor
man
ceon
the
Bay
ley
at 2
4 m
onth
s an
d on
Rey
nell
Exp
ress
ive
Lang
uage
at 3
6 m
onth
s.
56
Posi
tive
Car
egiv
ill ig
1 s
WSS
osC
ia04
4,4k
aH
ighe
r C
ogni
tive'
'a.a
0ePe
rfor
man
ceF
or th
e co
gniti
ve a
nd la
ngua
ge d
evel
opm
ent o
fyo
ung
child
ren,
freq
uenc
y of
lang
uage
stim
ulat
ion
in th
e ch
ild-c
are
setti
ng is
the
mos
tpr
edic
tive
com
pone
nt o
f pro
vide
r-ch
ild in
tera
ctio
n. L
angu
age
stim
ulat
ion
acco
unte
d fo
r a
rela
tivel
y sm
all p
ropo
rtio
n of
the
varia
nce
in c
ogni
tive
and
lang
uage
dev
elop
men
t, co
mpa
red
with
oth
eren
viro
nmen
tal c
hara
cter
istic
s (f
amily
inco
me,
mat
erna
l voc
abul
ary,
qual
ity o
f the
hom
e en
viro
nmen
t, an
d m
othe
r-ch
ild in
tera
ctio
n).
57
The
NIC
HD
Stu
dy:
Con
clus
ions
Acr
oss
the
'Tw
o D
omai
ns
5S
vera
tinim
Tw
o di
ffere
nt d
omai
nsm
othe
r-ch
ild in
tera
ctio
n an
d ch
ildre
n's
cogn
itive
and
lang
uage
dev
elop
men
tw
ere
exam
ined
for
thei
rre
latio
ns to
ear
ly c
hild
-car
e ex
perie
nce
acro
ss th
e fir
st 3
yea
rs o
f life
.
O W
ith s
elec
tion,
chi
ld, a
nd fa
mily
var
iabl
es c
ontr
olle
d, c
hild
car
em
ade
cons
iste
nt a
dditi
onal
con
trib
utio
ns to
exp
lain
ing
both
mot
her-
child
inte
ract
ion
and
cogn
itive
and
lang
uage
out
com
es.
For
cog
nitiv
e an
d la
ngua
ge d
evel
opm
ent:
Chi
ld c
are
expe
rienc
e, e
spec
ially
pos
itive
car
egiv
ing
and
lang
uage
stim
ulat
ion
in th
e ca
re s
ettin
g, a
ccou
nted
for
1.3%
to 3
.6%
of t
he v
aria
nce
in c
ogni
tive
and
lang
uage
deve
lopm
ent.
For
mot
her-
child
inte
ract
ion:
Chi
ld c
are,
esp
ecia
lly a
mou
nt o
f car
e an
d po
sitiv
eca
regi
ving
in th
e ca
re s
ettin
g, a
ccou
nted
for
.5%
to 1
% o
fth
e va
rianc
e in
mot
her-
child
inte
ract
ion.
Maj
or fi
ndin
gsC
hild
Car
e Q
ualit
y:
Mor
e po
sitiv
e ca
regi
ving
and
, esp
ecia
lly, l
angu
age
stim
ulat
ion
in c
hild
car
e w
ere
rela
ted
to c
hild
ren'
s be
tter
perf
orm
ance
on
cogn
itive
and
lang
uage
test
s w
hen
they
wer
e 15
, 24,
and
36
mon
ths
of a
ge.
Mor
e po
sitiv
e ca
regi
ving
in c
hild
car
e w
as r
elat
ed to
mor
epo
sitiv
e in
volv
emen
t of m
othe
rs a
t 15
mon
ths
and
mor
ese
nsiti
vity
of m
othe
rs a
t 36
mon
ths
with
thei
r ch
ildre
n.
O M
ajor
find
ings
Am
ount
of C
hild
Cai
e:
Mor
e ho
urs
of c
hild
car
e w
as r
elat
ed to
less
sen
sitiv
e an
den
gage
d m
othe
r-ch
ild in
tera
ctio
ns a
cros
s th
e fir
st 3
yea
rs.
The
se fi
ndin
gs s
eem
ed to
hol
d pa
rtic
ular
ly fo
r m
othe
rs w
how
ere
not a
t ris
k du
e to
pov
erty
or
depr
essi
on.
Am
ount
of c
hild
car
e w
as u
nrel
ated
to c
hild
ren'
s co
gniti
vean
d la
ngua
ge d
evel
opm
ent.
In s
umm
ary,
alth
ough
fam
ily, m
ater
nal,
and
child
cha
ract
eris
tics
gene
rally
exp
lain
ed a
larg
er p
ropo
rtio
n of
the
tota
l var
ianc
e, c
hild
car
em
ade
addi
tiona
l, th
ough
sm
all,
cont
ribut
ions
to q
ualit
ies
of m
othe
r-ch
ild in
tera
ctio
n an
d to
chi
ldre
n's
cogn
itive
and
lang
uage
dev
elop
men
t.
60
g.M
CFA
MM
AX
zW:4
.*`.
45M
*
Pub
licat
ions
Ava
ilabl
e fr
om th
eN
ICH
D S
tudy
of E
arly
Chi
ld C
are
AA
siii$
AM
(199
3). C
hild
-car
e de
bate
: Tra
nsfo
rmed
or d
isto
rted
? A
mer
ican
Psy
chol
ogis
t, 48
, 692
-693
.
(199
4). C
hild
car
e an
d ch
ild d
evel
opm
ent:
The
NIC
HD
Stu
dy o
f Ear
ly C
hild
Car
e.In
S.L
Frie
dman
and
H.C
. Hay
woo
d (E
ds.)
Dev
elop
men
tal F
ollo
w-u
p: C
once
pts,
Dom
ains
, and
Met
hods
. (pp
. 377
-395
). N
ew Y
ork:
Aca
dem
ic P
ress
.
(199
6). C
hara
cter
istic
s of
infa
nt c
hild
car
e: F
acto
rs c
ontr
ibut
ing
to p
ositi
ve c
areg
ivin
g.E
arly
Chi
ldho
od R
esea
rch
Qua
rter
ly, 1
1, 2
69-3
06.
(Spr
ing,
199
6) C
hild
car
e an
d th
e fa
mily
: An
oppo
rtun
ity to
stu
dy d
evel
opm
ent i
n co
ntex
t.N
ewsl
ette
r of
the
Soc
iety
for
Res
earc
h in
Chi
ld D
evel
opm
ent.
(in p
ress
). P
over
ty a
nd p
atte
rns
of c
hild
car
e. In
J. B
rook
s-G
unn
& G
. Dun
can
(Eds
.)C
onse
quen
ces
of g
row
ing
up p
oor.
New
Yor
k: R
usse
ll-S
age.
(in p
ress
). T
he e
ffect
s of
infa
nt c
hild
car
e on
infa
nt-m
othe
r at
tach
men
t sec
urity
: Res
ults
of
the
NIC
HD
Stu
dy o
f Ear
ly C
hild
care
. Chi
ld D
evel
opm
ent.
(in p
ress
). F
amily
fact
ors
asso
ciat
ed w
ith c
hara
cter
istic
s of
non
mat
erna
l car
e fo
r in
fant
s.Jo
urna
l of M
arria
ge a
nd th
e F
amily
.
(in p
ress
). C
hild
car
e ex
perie
nces
dur
ing
the
first
yea
r of
life
. Mer
rill-P
alm
er Q
uart
erly
.
The
se p
aper
s ca
n be
obt
aine
d by
writ
ing
to th
e:
Pub
lic In
form
atio
n an
d C
omm
unic
atio
ns B
ranc
hN
atio
nal I
nstit
ute
of C
hild
Hea
lth a
nd H
uman
Dev
elop
men
tB
uild
ing
31, R
oom
2A
32B
ethe
sda,
MD
208
92-7
510
6 1.
Fut
ure
Pap
ers
from
the
NIC
HD
Stu
dy o
f Ear
ly C
hild
Car
e
Infa
nt c
hild
car
e an
d m
othe
r-ch
ild in
tera
ctio
n at
6 a
nd 1
5 m
onth
s.
Ear
ly c
hild
car
e an
d se
lf-co
ntro
l, co
mpl
ianc
e, a
nd p
robl
em b
ehav
ior a
t 24
and
36 m
onth
s.
The
effe
cts
of c
hild
car
e on
cog
nitiv
e ou
tcom
es a
t 15,
24,
and
36
mon
ths.
The
effe
cts
of c
hild
car
e on
hea
lth a
nd g
row
th.
The
effe
cts
of c
hild
car
e on
pee
r re
latio
ns a
t 24
and
36 m
onth
s.
Pre
dict
ors
of p
ositi
ve c
areg
ivin
g at
15,
24,
and
36
mon
ths.
Chi
ld c
are
and
mot
her-
child
inte
ract
ion
at 2
4 an
d 36
mon
ths.
Chi
ld c
are
and
atta
chm
ent t
o m
othe
r at
24
and
36 m
onth
s.
Pat
tern
s of
chi
ld c
are
acro
ss th
e fir
st th
ree
year
s of
life
.
Ear
ly li
fe a
nd c
hild
car
e ex
perie
nces
of H
ead
Sta
rt e
ligib
le c
hild
ren.
Stu
dyin
g th
e ef
fect
s of
ear
ly c
hild
car
e ex
perie
nces
on
the
deve
lopm
ent o
f eth
nic
min
ority
child
ren
in th
e U
S: T
owar
ds a
mor
e in
clus
ive
agen
da.
Fat
hers
and
chi
ld c
are.
Effe
cts
of c
hild
car
e fo
r ch
ildre
n fr
om fa
mili
es w
ith p
sych
osoc
ial r
isk.
Do
deve
lopm
enta
l pro
cess
es o
pera
te d
iffer
ently
acr
oss
child
car
e ni
ches
?
Effe
cts
of r
egul
able
asp
ects
of c
hild
car
e on
chi
ld o
utco
mes
.
Chr
onic
ity o
f mat
erna
l dep
ress
ive
sym
ptom
s, m
othe
r-ch
ild in
tera
ctio
n, a
nd c
hild
out
com
e.
;62
NICHWEarlkliOhild.:.Cite'Red#r.0V:::WV,WW,Ar\
Mark AppelbaumUniversity of California at San
Diego(619) 534-7959(819) 534-7190 [email protected]
Dee Ann BattenVanderbilt University(615) 343-1476(615) 343-1100 faxbattenda Octrvax.vanderbilt.edu
Jay BelskyPennsylvania State University(814) 865-1447(814) 863-6207 faxtd3Oemail.psu.edu
Kimberly BollerMathematica Policy Research
Institute(609) 275-2341(609) 799-0005 [email protected]
Cathryn BoothUniversity of Washington at Seattle(206) 543-8074(206) 685-3349 faxibcbetu.washington.edu
Robert BradleyUniversity of Arkansas at Little
Rock(501) 569-3423(501) 569-8503 faxrhbradley @ualr.edu
Celia BrownellUniversity of Pittsburgh(412) 624-4510(412) 624-4428 [email protected]
Margaret BurchinalUniversity of North Carolina at
Chapel Hill(919) 966-5059(919) 962-5771 faxburchina.fpg mhs.unc.edu
Bettye CaldwellArkansas Children's HospitalDepartment of Pediatrics(501) 320-3333(501) 320-1552 [email protected]
Susan CampbellUniversity of Pittsburgh(412) 6248792(412) 624-5407 [email protected]
Alison Clarke-StewartUniversity of California at Irvine(714) 824-7191(714) 824-3002 [email protected]
Martha CoxUniversity of North Carolina at
Chapel Hill(919) 968-3509(919) 966-7532 faxcox.fpg mhs.unc.edu
Kaye FendtNational Institute of Child Healthand Human Development(301) 594-5414
Sarah L FriedmanNational Institute of Child Healthand Human Development(301) 496-9849(301) 480-7773 faxMedrnas Ohd01.nIchd.nih.gov
Kathryn Hirsh-PasekTemple University(610) 642-5275(215) 204-5539 [email protected] email
Aletha HustonUniversity of Texas at Austin(512) 471-0753(512) 471-5844 faxachuston mailutexas.edu
Elizabeth JaegerTemple University(215) 204-7894(215) 2045539 [email protected]
Bonnie KnokeResearch Triangle Institute(919) 541-7075(919) 541-5966 faxknoke rti.org
Nancy MarshallWellesley College(817) 283-2551(617) 283-2054 faxnrnarshallOwellesley.edu
Kathleen McCartneyUniversity of New Hampshire(603) 862-3168(603) 862-4986 faxkatbleen.mccartney0 unh.edu
Marion O'BrienUniversity of Kansas(913) 864-4840(913) 863-5202 [email protected]
Margaret Tresch OwenUniversity of Texas at Dallas(972) 883-6876(214) 883-2491 [email protected]
Robert PiantaUniversity of Virginia at
Charlottesville(804) 243-5483(804) 243-5480 faxrcp4p @virgina.edu
Deborah PhillipsNational Academy of Sciences(202) 334-1935(202) 334-3829 faxphillips nas.edu
Henry N. Riccluti*Cornell University(607) 255-0844(607) 255-9856 faxhnr1OcomelLedu
Susan SpiekerUniversity of Washington at Seattle(206)543.8453(206) 685-3349 faxspleker u.washington.edu
Deborah Lowe Vandal!University of Wisconsin at Madison(608) 263-1902(608) 263-6448 [email protected]
Kathleen Wallner-AllenResearch Triangle institute(301) 496-9849(301) 480-7773 faxwallnerk@ hdol.nichd.nih.gov
Marsha WeinraubTemple University(215) 232-6572(215) 204-5539 [email protected]
Affiliated with the NICHD duringthe course of the Early ChildCare Study.
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