Vol. 4, No. 1 Fall 1999
New
Study Links Child Care
Quality with Success in Early
Learning and School
Readiness
WASHINGTON
- A major study of more than 800 preschool
children begun in 1993 which has now followed the children
through second grade, establishes a link between quality child
care and school readiness. Approximately 74 percent of three- to
five-year-olds, or 6.8 million preschoolers, receive some type of
child care on a regular basis.
The �Cost,
Quality and Child Outcomes� study looks at the cost and quality of early
child care and early learning, and how these important factors relate
to children�s development and school readiness. Researchers from the
University of Colorado Health Sciences Center, the University of North
Carolina - Chapel Hill, UCLA and Yale University took part in the study.
The study
shows that young children receiving poor quality child care were less
prepared for school and tended to have less success in the early phases
of school than students who received high quality care in their preschool
years.
�We followed
children from their 3-year-old group in child care through the early
school years. This allowed us to document the critical importance of
high quality child care for children�s performance through second grade,�
explained R. Clifford, a researcher at the UNC�Chapel Hill and an investigator
on the study.
�In families
where both parents work full-time to make ends meet, the children can
spend as many waking hours in child care as they do with their parents.
This study underscores the importance of high quality child care in
laying the developmental foundation for every child to enter school
ready to learn. I urge policymakers at all levels of government to redouble
their efforts to make quality child care opportunities available to
hardworking American families,� declared US Secretary of Education Richard
Riley.
The study
found that:
- High quality
child care is an important element in achieving the national goal
of having all children ready to learn when they come to school. The
quality of preschool experiences for children in typical child care
centers affects their development while they are in child care and
their readiness for school. Children who attended higher quality child
care centers scored higher on measures of both cognitive and social
skills in child care and through the transition into school.
- High
quality child care continues to positively predict children�s performance
well into their school careers. Child care quality was related to
basic cognitive skills (language and math) and children�s social skills,
both of which are important factors in children�s ability to take
advantage of the opportunities available in school.
- Children
who have traditionally been at risk for not doing well in school are
affected more by the quality of child care experiences than other
children. For some outcomes (math skills and problem behaviors), children
whose mothers had lower levels of education were more sensitive to
the negative effects of poor quality child care or received
more benefits from high quality child care. Moreover, the influences
of child care quality of these typical child care settings for children
at risk were sustained through second grade.
- The quality
of child care classroom practices was related to children�s cognitive
development, while the nature of the preschool teacher-child relationship
influenced children�s social development through the early school
years.
�The longitudinal
analysis of children�s performance indicated that the quality of child
care experienced by these children, before they entered school, continued
to affect their development at least through kindergarten and in many
cases, through the end of second grade,� said Mary Culkin, a researcher
from the University of Colorado Health Sciences Center and one of the
investigators on the study.
�One aspect
of child care quality that is related to children�s success as they
move into school is classroom practice - the materials, activities,
and daily experiences provided in child care. These kinds of high quality
practices provide a foundation for children�s language and math skills
which carry over into learning during the early elementary years,� said
Ellen Peisner-Feinberg, a researcher at University of North Carolina
- Chapel Hill and another investigator on the project.
Carollee
Howes at the University of California at Los Angeles added, �In terms
of teacher-child relationships, I think what happens is children who
have good relationships with child care teachers leave child care expecting
to have positive relationships with their school teachers.�
The study
concludes with a number of recommendations for child care policymakers
at both the national and state levels:
A. Recent
attempts by states to provide preschool care and education experiences
for children to help prepare them for success in school are well founded
and should be greatly expanded. The results of the study support policies
focusing on early childhood care and education as a means of improving
children�s chances of coming to school ready to learn. Much greater
levels of investment in early childhood care and education programs
are needed to provide high quality services to all children who need
them, including efforts on the part of both government and the private
sector.
B. Child
care policies at both the federal and state levels should be revised
to encourage higher quality programs. Our current policies do not encourage
higher quality services. For example, child care subsidy approaches
which encourage the use of lower quality informal and unregulated care
are harmful to the children at most risk. Subsidy systems closely tied
to open market rates often penalize low-income communities by restricting
the resources for providing higher quality care and education. This
research indicated that policies should be devised to provide incentives
for programs to raise the quality of services, especially for children
whose mothers are likely to have lower levels of education. Below are
listed several mechanisms that have been used in some areas to work
toward higher quality care.
- Child
care subsidy systems can be redesigned to provide incentives for providing
high quality care.
- The quality
set aside in the federal Child Care Block Grant is a good investment
and should be extended.
- Tax incentives
should encourage use of higher quality care and education.
- Training
of teachers who work in early care and education settings must be
improved.
�There is
one clear and compelling implication from this study: America must find
a way to provide high quality child care for all children needing care
prior to school entry. There are a variety of ways of accomplishing
this goal, but the goal should be clear,� said Sharon Lynn Kagan, a
Yale University researcher and investigator on the project. A complete,
embargoed copy of the Executive Summary of the report can be accessed
via the Internet at www.fpg.unc.edu/~NCEDL/PAGES/cq.htm
on Friday, June 4th.
This research
project was funded by grants from the Carnegie Corporation of New York,
the William T. Grant Foundation, the JFM Foundation, the A.L. Mailman
Family Foundation, the David and Lucile Packard Foundation, the Pew
Charitable Trusts, the USWEST Foundation, one anonymous foundation,
and the Educational Research and Development Centers Programs as administered
by the Office of Educational Research and Improvement, PR/Award Number
R307A60004, US Department of Education. Contents do not necessarily
represent the positions of policies of the National Institute of Early
Childhood Development and Education, the Office of Educational Research
and Improvement, the US Department of Education, or any other sponsoring
organization.
Reprinted
with permission from the Frank Porter
Graham Child Development Center.
Copyright � 2000 Jordan Institute for
Families