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Less day care or different day care?

Eleanor E Maccoby1, Catherine C Lewis

  • 1Department of Psychology, Stanford University, CA 94305-2130, USA. maccoby@psych.stanford.edu

Child Development
|August 27, 2003
PubMed
Summary

Out-of-home child care can be beneficial for social development. Positive outcomes in early care settings are linked to strong peer relationships and constructivist learning approaches.

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Area of Science:

  • Child Development
  • Developmental Psychology
  • Early Childhood Education

Background:

  • Recent studies highlight potential risks associated with non-maternal or out-of-home child care.
  • The National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network and Watamura et al. (this issue) provide critical insights into these risks.

Discussion:

  • This commentary examines two policy options: supporting in-home care and modifying out-of-home care environments.
  • Research suggests that out-of-home care can foster positive social development.
  • Key elements for beneficial out-of-home care include promoting attachment to school and peers, emphasizing constructivist learning, nurturing intrinsic motivation, and structuring groups to support social interaction.

Key Insights:

  • Out-of-home care's impact on child development is nuanced and dependent on program quality.
  • Positive social development in early childhood settings is achievable through specific pedagogical and structural approaches.
  • The quality of social interaction and learning environment are critical factors in out-of-home care settings.

Outlook:

  • Future policy should consider enhancing the quality of out-of-home care to mitigate risks and maximize benefits.
  • Further research into the long-term effects of different early care environments on social development is warranted.
  • Integrating principles of constructivist learning and social support within out-of-home care settings is recommended for optimal child outcomes.

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