Psychology: The Effects Of Early Child Care On Child Development
Running Head: CHILD DEVELOPMENT
The Effects of Early Child-care on Child Development
Deidre J. Ikin
Student Number: 200097677
University of New England
Word Count: 1296
Abstract
The effects of early child care on child development are of interest to parents, educators, researchers and policy makers. Research shows that high quality care and type of care is linked to higher levels of language and cognitive development, and quantity of care associated with behavioural problems. The effects of centre-based care remain statistically significant up to school year six, suggesting longer term impact on social and emotional functioning. Cortisol, a biomarker of stress, can be used to measure the impact of quality of centre-based …show more content…
care. Children who attended high quality care demonstrated a decreased level of cortisol through the day. Cortisol levels are associated with cognitive development and function and offer ways to measure the impact of environmental influences on children and predict longer term outcomes.
The Effects of Early Child-care on Child Development Industrialised societies have seen two social trends emerging, more mothers entering the workforce and children entering child care at an earlier age. Research originally focused on comparing children reared by their mother to children in care, however results indicated further research was needed to explore variations in child care as it related to children’s development. The findings of two studies will be described and advantages and disadvantages discussed across a range of developmental domains. Belsky et al. (2007) explored the long term effects of early child care on children’ s functioning by measuring cognitive and social functioning in a 7 year period from kindergarten to grade 6. They were particularly interested in specificity and endurance of effects - whether associations linking child care quality, quantity and type with child functioning persisted, disappeared, re-emerged or new associations appeared. They found parenting quality, rather than child care experience was a more consistent predictor of both teacher reported social functioning and achievement tests. High quality care was linked to higher vocabulary scores, language performance and pre-academic skills but not social functioning.
Quantity or higher exposure to centre based care was linked to teacher reported externalizing problems such as aggression and uncontrolled behaviour, but not to academic skills or language function. Type of care was associated positively with language and memory tasks, as well as increased behavioural problems. While some associations may have weakened over time, definitive conclusions were not made due to possible re-ermergence at periods of transition, e.g. adolescence. By 6th grade effects between relative and non-relative care were insignificant, in contrast to centre based care where effects on externalizing problems did not dissipate, the association remained significant and suggests a longer term impact on social and behavioural development (Belsky et al. 2007). Sims, Guilfoyle, and Parry (2006) explored the relationship between children’s biological stress levels measured by salivary cortisol, and quality of centre-based child care. Previous studies suggested children who experience high quality care showed a decline in cortisol levels during the day following a normal diurnal pattern (Dettling, Parker, Lane, Sebanc, and Gunnar, 2000 as cited in Sims et al. 2006). Sixty-three children between 3 and 6 years of age who attended centre-based child care for more than 10 hours per week were tested for morning and afternoon salivary cortisol levels. They were recruited from a purposive sample of 16 child care centres rated high, satisfactory and unsatisfactory according to a subset of 14 principles of the Quality Improvement and Accreditation System (QIAS) (National Childcare Accreditation Council 2001 cited in Sims et al. 2006). Results confirmed the hypothesis that higher quality child care would demonstrate greater declines in children’s cortisol levels than lower quality care, using a range of quality dimensions. Children in satisfactory and unsatisfactory centres reported no change in cortisol from morning to afternoon whereas children in high quality centres levels decreased from morning to afternoon, following the normal diurnal pattern of cortisol (Sims et al. 2006).
Discussion
Both studies were interested in the effects of environment, i.e. child care experience on aspects of child development, Belsky et al. (2007) on cognitive and behavioural development and Sims et al. (2006) on stress coping styles, and by inference, longer term outcomes such as learning and memory via hippocampus development, physical health effects and a range of social/emotional effects such as secure attachment, self-regulation, emotional states and development of social skills. Behaviour and learning are inextricably related, Australian research reveals teacher’s reported concerns how behavioural problems in the classroom impact on children’s cognitive, social and academic learning stages, with disruptive behaviours potentially impeding learning and positive social interactions of the child and his/her classmates (Burton et al. 2009). Whilst centre-based care may provide a more stimulating environment than some homes provide, thus contributing positively to cognitive and language development, the interactive demands of a group setting during the early developmental periods may contribute to stress in some children who demonstrate individual susceptibility (Gustafsson et al. 2004 cited in Sims et al. 2006).
The strengths of Belsky’s correlational study included a large diverse sample, prospective longitudinal design, and use of a range of measures from multiple methods and respondents.
Limitations of research design were that findings could not be generalised because of a non-nationally representative sample, and correlational research can make inferences but not establish causation, due to the presence of confounding factors and third variables (Belsky et al. 2007). The strengths of Sims et al. (2006) quasi-experimental study include the potential for cortisol to be used to measure the immediate impact of stress on children, whilst acknowledging that further research is needed to determine how high and for how long cortisol levels need to be maintained to contribute to risk of negative outcomes (Watamura et al. 2003 cited in Sims et al. 2006). Whilst findings of the Sims study are of interest, and high quality child care is good public policy, employing a thorough critique of research design contributes significantly to confidence in the validity of research findings.
Where to Belsky et al. (2007) suggest further study is important to identify the specific mechanisms that link centre-care experience with problem behavior, and the potential role played by age-mates and peer …show more content…
processes. It is important to distinguish general and specific relational effects of cortisol with type of child care.
Dettling et al. (2000 cited in Sims 2006) found where child care quality was high, children demonstrated either less sharp increases in cortisol levels, or actual decreases in cortisol levels, however these findings described higher quality home based care, with quality measured by the amount of attention and stimulation from the child care provider. Conversely, data from center-based child care replicated earlier findings where children exhibited an inverse of typical diurnal patterns, with a significant increase in cortisol among 3–4 year olds, decrease in 7–8 year olds and 5–6 year old patterns fell in between. Age related specificity of effects may warrant further research (Dettling et al. 2000 as cited in Sims 2006). The suggestion is that Sims et al. (2006) hypothesis was informed by Dettlings findings of home based care, and sought to contribute to further knowledge of childrens’ cortisol levels and quality of child care by studying cortisol levels in a centre based setting using a broader range of quality measures. Sims et al. (2006) has not indicated whether QIAS principles have been developed as a standard measure of quality, which potentially limits reliability and validity, as well as increasing the potential for confounding variables relating to comparisions of results of previous studies.
Conclusion The consequences of slight but enduring developmental differences among children are important, while the mystery by which quantity of time in centre based care and predicts problem behavior remains unknown.
Cortisol levels have potential for assessing children’s stress levels across a range of care environments and further research is needed. Two strategies that are suggested- modification of child care and enhancing parent quality may achieve positive outcomes for children in their formative years.
References
Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Steward, K. A., McCartney, K., & Owen, M. T. (2007). Are there long-term effects of early child care? Child Development, 71, 681-701.
Burton, L. J., Westen, D., & Kowalski, R. (2009). Psychology (2nd Australian and New Zealand edition) Brisbane: John Wiley & Sons, Australia, Ltd.
Sims, M., Guilfoyle, A., & Parry, T.S. (2006). Children’s cortisol levels and quality of child care provision. Child: Care , Health and Development, 32, 453-466.
The Effects of Early Child-care on Child Development
Deidre J. Ikin
Student Number: 200097677
University of New England
Word Count: 1296
Abstract
The effects of early child care on child development are of interest to parents, educators, researchers and policy makers. Research shows that high quality care and type of care is linked to higher levels of language and cognitive development, and quantity of care associated with behavioural problems. The effects of centre-based care remain statistically significant up to school year six, suggesting longer term impact on social and emotional functioning. Cortisol, a biomarker of stress, can be used to measure the impact of quality of centre-based …show more content…
care. Children who attended high quality care demonstrated a decreased level of cortisol through the day. Cortisol levels are associated with cognitive development and function and offer ways to measure the impact of environmental influences on children and predict longer term outcomes.
The Effects of Early Child-care on Child Development Industrialised societies have seen two social trends emerging, more mothers entering the workforce and children entering child care at an earlier age. Research originally focused on comparing children reared by their mother to children in care, however results indicated further research was needed to explore variations in child care as it related to children’s development. The findings of two studies will be described and advantages and disadvantages discussed across a range of developmental domains. Belsky et al. (2007) explored the long term effects of early child care on children’ s functioning by measuring cognitive and social functioning in a 7 year period from kindergarten to grade 6. They were particularly interested in specificity and endurance of effects - whether associations linking child care quality, quantity and type with child functioning persisted, disappeared, re-emerged or new associations appeared. They found parenting quality, rather than child care experience was a more consistent predictor of both teacher reported social functioning and achievement tests. High quality care was linked to higher vocabulary scores, language performance and pre-academic skills but not social functioning.
Quantity or higher exposure to centre based care was linked to teacher reported externalizing problems such as aggression and uncontrolled behaviour, but not to academic skills or language function. Type of care was associated positively with language and memory tasks, as well as increased behavioural problems. While some associations may have weakened over time, definitive conclusions were not made due to possible re-ermergence at periods of transition, e.g. adolescence. By 6th grade effects between relative and non-relative care were insignificant, in contrast to centre based care where effects on externalizing problems did not dissipate, the association remained significant and suggests a longer term impact on social and behavioural development (Belsky et al. 2007). Sims, Guilfoyle, and Parry (2006) explored the relationship between children’s biological stress levels measured by salivary cortisol, and quality of centre-based child care. Previous studies suggested children who experience high quality care showed a decline in cortisol levels during the day following a normal diurnal pattern (Dettling, Parker, Lane, Sebanc, and Gunnar, 2000 as cited in Sims et al. 2006). Sixty-three children between 3 and 6 years of age who attended centre-based child care for more than 10 hours per week were tested for morning and afternoon salivary cortisol levels. They were recruited from a purposive sample of 16 child care centres rated high, satisfactory and unsatisfactory according to a subset of 14 principles of the Quality Improvement and Accreditation System (QIAS) (National Childcare Accreditation Council 2001 cited in Sims et al. 2006). Results confirmed the hypothesis that higher quality child care would demonstrate greater declines in children’s cortisol levels than lower quality care, using a range of quality dimensions. Children in satisfactory and unsatisfactory centres reported no change in cortisol from morning to afternoon whereas children in high quality centres levels decreased from morning to afternoon, following the normal diurnal pattern of cortisol (Sims et al. 2006).
Discussion
Both studies were interested in the effects of environment, i.e. child care experience on aspects of child development, Belsky et al. (2007) on cognitive and behavioural development and Sims et al. (2006) on stress coping styles, and by inference, longer term outcomes such as learning and memory via hippocampus development, physical health effects and a range of social/emotional effects such as secure attachment, self-regulation, emotional states and development of social skills. Behaviour and learning are inextricably related, Australian research reveals teacher’s reported concerns how behavioural problems in the classroom impact on children’s cognitive, social and academic learning stages, with disruptive behaviours potentially impeding learning and positive social interactions of the child and his/her classmates (Burton et al. 2009). Whilst centre-based care may provide a more stimulating environment than some homes provide, thus contributing positively to cognitive and language development, the interactive demands of a group setting during the early developmental periods may contribute to stress in some children who demonstrate individual susceptibility (Gustafsson et al. 2004 cited in Sims et al. 2006).
The strengths of Belsky’s correlational study included a large diverse sample, prospective longitudinal design, and use of a range of measures from multiple methods and respondents.
Limitations of research design were that findings could not be generalised because of a non-nationally representative sample, and correlational research can make inferences but not establish causation, due to the presence of confounding factors and third variables (Belsky et al. 2007). The strengths of Sims et al. (2006) quasi-experimental study include the potential for cortisol to be used to measure the immediate impact of stress on children, whilst acknowledging that further research is needed to determine how high and for how long cortisol levels need to be maintained to contribute to risk of negative outcomes (Watamura et al. 2003 cited in Sims et al. 2006). Whilst findings of the Sims study are of interest, and high quality child care is good public policy, employing a thorough critique of research design contributes significantly to confidence in the validity of research findings.
Where to Belsky et al. (2007) suggest further study is important to identify the specific mechanisms that link centre-care experience with problem behavior, and the potential role played by age-mates and peer …show more content…
processes. It is important to distinguish general and specific relational effects of cortisol with type of child care.
Dettling et al. (2000 cited in Sims 2006) found where child care quality was high, children demonstrated either less sharp increases in cortisol levels, or actual decreases in cortisol levels, however these findings described higher quality home based care, with quality measured by the amount of attention and stimulation from the child care provider. Conversely, data from center-based child care replicated earlier findings where children exhibited an inverse of typical diurnal patterns, with a significant increase in cortisol among 3–4 year olds, decrease in 7–8 year olds and 5–6 year old patterns fell in between. Age related specificity of effects may warrant further research (Dettling et al. 2000 as cited in Sims 2006). The suggestion is that Sims et al. (2006) hypothesis was informed by Dettlings findings of home based care, and sought to contribute to further knowledge of childrens’ cortisol levels and quality of child care by studying cortisol levels in a centre based setting using a broader range of quality measures. Sims et al. (2006) has not indicated whether QIAS principles have been developed as a standard measure of quality, which potentially limits reliability and validity, as well as increasing the potential for confounding variables relating to comparisions of results of previous studies.
Conclusion The consequences of slight but enduring developmental differences among children are important, while the mystery by which quantity of time in centre based care and predicts problem behavior remains unknown.
Cortisol levels have potential for assessing children’s stress levels across a range of care environments and further research is needed. Two strategies that are suggested- modification of child care and enhancing parent quality may achieve positive outcomes for children in their formative years.
References
Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Steward, K. A., McCartney, K., & Owen, M. T. (2007). Are there long-term effects of early child care? Child Development, 71, 681-701.
Burton, L. J., Westen, D., & Kowalski, R. (2009). Psychology (2nd Australian and New Zealand edition) Brisbane: John Wiley & Sons, Australia, Ltd.
Sims, M., Guilfoyle, A., & Parry, T.S. (2006). Children’s cortisol levels and quality of child care provision. Child: Care , Health and Development, 32, 453-466.