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Updated: Aug 25, 2026

A Within-subjects Experimental Protocol to Assess the Effects of Social Input on Infant EEG
Published on: May 3, 2017
Child care and low-income children's development: direct and moderated effects
Elizabeth Votruba-Drzal1, Rebekah Levine Coley, P Lindsay Chase-Lansdale
1School of Education and Social Policy, Northwestern University, Evanston, IL 60208-4100, USA. d-votruba@northwestern.edu
Abstract:
A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.
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