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Updated: May 17, 2026

Infant Auditory Processing and Event-related Brain Oscillations
Published on: July 1, 2015
Child care quality and cognitive development: trajectories leading to better preacademic skills
Sylvana M Côté1, Chantal Mongeau, Christa Japel
1University of Montreal, Canada. sylvana.cote.1@umontreal.ca
Abstract:
The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21-.66), receptive vocabulary (ES = .41, CI = .14-.68), and school readiness (ES = .32, CI = .06-.58). The results suggest that a pattern of increasing quality of teacher-child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development.
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