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Effects of day care on the development of cognitive abilities in 8-year-olds: a longitudinal study
A G Broberg1, H Wessels, M E Lamb
1Department of Psychology, Göteborgs University, Sweden.
Insights
Early center-based child care quality significantly impacts cognitive abilities in children with extensive preschool care. Paternal involvement also plays a key role in cognitive development.
Area of Science:
- Child Development
- Developmental Psychology
- Early Childhood Education
Background:
- Longitudinal study tracking 146 children from 16 months of age in Göteborg, Sweden.
- Examined children's entry into center care (54) and family day care (33) within 3 months.
- Assessed quality of home and out-of-home care, child temperament, and verbal abilities throughout preschool.
Purpose of the Study:
- To investigate the relationship between early out-of-home care experiences and cognitive abilities at 8 years old.
- To determine if child care quality predicts cognitive outcomes.
- To explore the influence of verbal ability and paternal involvement on cognitive development.
Main Methods:
- Cognitive ability tests administered to 123 children at 8 years old (2nd grade).
- Correlated cognitive test results with months spent in center-based day care before 3.5 years of age.
- Analyzed the predictive role of child care quality, verbal ability, and paternal involvement.
Main Results:
- Cognitive ability at 8 years old was associated with the duration of center-based day care before age 3.5.
- Child care quality predicted cognitive abilities for children with at least 36 months of preschool out-of-home care.
- Both tested and rated cognitive abilities were linked to earlier verbal skills and paternal involvement.
Conclusions:
- Extensive early center-based care duration and quality are linked to later cognitive abilities.
- Early verbal development and paternal engagement are significant factors in children's cognitive outcomes.
- Findings highlight the importance of high-quality early care environments and family involvement for cognitive development.
Abstract:
In Göteborg, Sweden, 146 children (72 girls) were enrolled in a longitudinal study when they averaged 16 months of age. None of the children had experienced regular out-of-home care yet, but within 3 months, 54 entered center care and 33 entered family day care. Quality of home and out-of-home care environments, child temperament, and the development of verbal abilities were assessed regularly during preschool years. When they were 8 years old (2nd grade), cognitive ability tests were administered to the 123 children (65 girls) still in the study. Tested ability was related to the number of months children had spent in center-based day care before 3.5 years of age. Child care quality predicted cognitive abilities among children who had spent at least 36 months in out-of-home care during their preschool years. Both tested and rated cognitive abilities in 2nd grade were related to earlier measures of verbal ability and to paternal involvement during preschool years.