Child Care Quality and Children's Cognitive and Socio-Emotional Development: An Australian Longitudinal Study

Autor/inn/en	Gialamas, Angela; Mittinty, Murthy N.; Sawyer, Michael G.; Zubrick, Stephen R.; Lynch, John
Titel	Child Care Quality and Children's Cognitive and Socio-Emotional Development: An Australian Longitudinal Study
Quelle	In: Early Child Development and Care, 184 (2014) 7, S.977-997 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.847835
Schlagwörter	Foreign Countries; Longitudinal Studies; Child Care; Emotional Development; Social Development; Cognitive Development; Early Childhood Education; Child Development; Questionnaires; Caregiver Attitudes; Receptive Language; Academic Achievement; Child Behavior; Socioeconomic Influences; Family Characteristics; Participant Characteristics; Emergent Literacy; Caregiver Child Relationship; Multiple Regression Analysis; Australia; Early Childhood Environment Rating Scale; Longitudinal Surveys of Australian Youth; Peabody Picture Vocabulary Test; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kinderfürsorge; Kinderbetreuung; Gefühlsbildung; Soziale Entwicklung; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Fragebogen; Rezeptive Kommunikationsfähigkeit; Schulleistung; Sozioökonomischer Faktor; Frühleseunterricht; Australien
Abstract	There is growing evidence that high-quality non-parental child care can contribute to children's learning, development and successful transition to school. Research examining the quality of child care and the effect on children's development is not well documented outside the USA. We used data from the Longitudinal Study of Australian Children to examine the association between domain-specific aspects of child care quality at ages two to three and children's cognitive (receptive vocabulary, literacy, maths proficiency) and socio-emotional development (internalising, externalising behaviours) at ages four to five and six to seven (n?=?772-1136, depending on outcome). After extensive controls for parent, family and child background characteristics, higher quality relationships were associated with higher receptive vocabulary, literacy and maths scores and lower internalising and externalising problem behaviour scores at four to five and these effects although weaker, were still evident at ages six to seven. Activities in child care and provider/programme characteristics of care were not associated with children's developmental outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10