Reviews research on intellectual, emotional, and social development of children in day care. (RH)

This paper reviews research reported in the last 10 years on the effects of day care on children and their families. The review is organized around the following areas: attachment and emotional development; psycho-social development; intellectual and cognitive development; health and nutritional effects; the effect of caregiver stability; the…

Identifies popular child care settings and outlines several components of quality child care. Lists short- and long-term cognitive, social, and emotional effects of child care on children from low-income families. Describes some benefits of child care and reports a cost-benefit analysis of one quality program. Offers recommendations for future…

Three major areas of research are reviewed: the effects of maternal employment on preschoolers; the working mother and school-age children; and working mothers, identity development, and life satisfaction. Concludes that very few definitive answers exist regarding the effects of a mother's working on her family, children, and herself. (Author)

Reviews three aspects of literature on parental and nonparental child care pertaining to socioemotional development during infancy, preschool, and school-age years: (1) determinants of parenting and factors influencing parental behavior and parent-child interactions; (2) link between parent-child interactions and child development; and (3) effects…

An overview of research and evaluation developments concerning Head Start, preschool education, and day care during the past decade is provided. Possible ramifications for the future are shown from the reexamination of early education programs. (JN)

More mothers than ever are now entering the work force and leaving greater numbers of preschool children and infants with less maternal supervision. How this phenomenon affects the development of infants and preschoolers has been the focus of much research, and research results have been mixed. A review of the research related to maternal…

Reviews studies of maternal employment, processes in child care settings, and the link between children's development and family and child care influences. Critically evaluates the risk for children's social and emotional development that may result from infant child care. (BB)

To enable educators, parents, and policymakers to make sound decisions about programs for young children, the Committee on Early Childhood Pedagogy was established in 1997 by the National Research Council to study a broad range of research on early learning and development and to explore the implications for the education and care of children ages…

The competence of directors and administrators of children's programs is very important to quality, and efforts that seek to bring directors and administrators more support and help them to develop their competencies are worth examination. This paper begins by briefly discussing "A Preliminary Overview of Director Credentialing…

Reviews and critiques past research that investigated the effects of various types of day-care provisions on the development of preschool children. Argues that, in view of the diversity of provisions offered in different countries, simple global generalizations about the effects of out-of-home preschool experiences on later development cannot be…

Studies on the effects of early day care can be characterized according to two distinct research trends. In the first, which occurred during the 1960s and 1970s, the principal issue was whether day care had any inevitable and negative consequences for the child and, particularly, the mother-child attachment. The second, more recent, trend has been…

The purpose of this review is to examine findings concerning the effects of day care on psychosocial and cognitive development. Studies are grouped into two broad categories: (1) the effects of day care on the mother-child relationship; and (2) other psychological outcomes. Only a few studies have found evidence that day care negatively affects…

Examines evidence concerning developmental correlates of nonmaternal care in the infant's first year with respect to infant-mother attachment and subsequent social development. Concludes that more than 20 hours a week of nonmaternal care may be a risk factor contributing to developmental difficulties. (SKC)

Addresses the relevance of attachment theory and research to an understanding of the effects of early day care on sociopersonality development. Concludes that evidence is weaker than claimed by Jay Belsky and that further research is necessary before the effects of day care will be understood. (SKC)