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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
Insights
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.
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.
Abstract:
Commentary is provided on 2 papers published in this issue, which suggest some risks in nonmaternal or out-of-home care (National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network, this issue; Watamura, Donzella, Alwin, & Gunnar, this issue). In light of the findings, 2 child care policy options are examined: first, support for in-home care in the early years; and second, changes in the nature of out-of-home care. From ethnographic and experimental research, it is argued that out-of-home pre-elementary care can contribute positively to social development if it emphasizes (a) children's attachment to school and peer group, (b) constructivist rather than didactic learning, (c) intrinsic and internalized motivation, and (4) group structures that support social development.