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Do effects of early child care extend to age 15 years? : results from the NICHD study of early child care and youth development
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Do effects of early child care extend to age 15 years? : results from the NICHD study of early child care and youth development

著者: Deborah Vandell; NICHD Early Child Care Research Network; et al
出版商: New Brunswick, NJ : National Institute for Early Education Research, 2010.
版本/格式:   电子图书 : 英语
提要:
"This report from the NICHD child care study found that, although the effects were small, teenagers who had the higher quality care did better academically than those given low-quality care or no care outside the home. The study also found that the more time children spent in child care outside the home, the more they were likely to engage in risky or impulsive behaviors at age 15 regardless of the quality of early  再读一些...
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类型/形式: Longitudinal studies
材料类型: 互联网资源
文件类型: 互联网资源
所有的著者/提供者: Deborah Vandell; NICHD Early Child Care Research Network; et al
OCLC号码: 725810450
注意: Reproduced from the journal 'Child Development', Vol. 81, Issue 3, pages 737-756, May/June 2010.
Authors: Deborah Lowe Vandell, Jay Belsky, Margaret Burchinal, Laurence Steinberg, Nathan Vandergrift, and the NICHD Early Child Care Research Network.
描述: 1 electronic text (59 p. : ill.) : PDF file.
详述: Mode of access: via the internet.
其他题名: Age 15 follow-up.
责任: Deborah Lowe Vandell ... [et al.].

摘要:

"This report from the NICHD child care study found that, although the effects were small, teenagers who had the higher quality care did better academically than those given low-quality care or no care outside the home. The study also found that the more time children spent in child care outside the home, the more they were likely to engage in risky or impulsive behaviors at age 15 regardless of the quality of early care they had received. Those effects were also relatively small, and benefits did not differ between advantaged and disadvantaged children. The study's finding of persistent effects is consistent with the results of NIEER's meta-analysis of the entire literature, but also reinforces the notion that intensive educational programs are required if preschool is to make a substantive difference in the poor achievement of disadvantaged children."--Publisher website.

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