Using a longitudinal dataset collected by the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network, this paper investigates the association between work schedules and child care decisions among mothers with children under 3 years of age. Separate analyses were conducted on a sample of married mothers…

Identifies underlying paradoxical bases for expansion and replication of early childhood care and education (ECCE) programs. Presents history of ECCE in the United States. Proposes typology of expansion and replication processes, and considers paradoxes associated with replication process. Offers recommendations for funders, policymakers, and…

Reviews research on "critical periods" as an argument justifying initiatives to expand early childhood programs, and asserts that a critical periods argument is neither warranted nor necessary, since other justifiable arguments for early childhood initiatives exist. Points out the importance in a match between a child's experiences, developmental…

Expansion of nonparental child care in the United States has led to increased scholarly attention to the link between home and day care experiences. This article summarizes and comments on the six central themes that define the home/day care literature, with the purpose of helping to organize existing knowledge on the home/day care link as well as…

Examines after-school programs, focusing on those serving low-income children. Provides a brief history and current profile of this field of services, discusses major tensions in and challenges facing the field, and offers recommendations. Advocates keeping expectations of after-school programs for low-income children commensurate with both their…

Discusses family selection issues that should be considered in child care research, and evidence demonstrating why each should be considered. Issues include whether causal inferences can be made from observational studies and the impact on conclusions from regression analyses that include highly correlated measures of child care experiences,…

Presents a meta-analytic review of evaluations of state-funded preschool programs over 20 years. Identifies several methodological flaws but also suggests that pattern of findings offers modest support for positive impact in improving children's developmental competence, improving later school attendance and performance, and reducing subsequent…

Uses ecological systems theory as framework for review of research underlying inclusive early-childhood programs. Describes definitions of and rationales for inclusion, and demographics of inclusive programs and staff. Discusses research at microsystem and mesosystem levels related to classroom practices, social interaction, and teacher beliefs;…

Reviews extant research on children's social skills, including their ability to modulate their feelings, their social cognitions, and their behaviors within the context of peer interaction, as measures of social competence. Examines definitions of social competence in light of assessments of children's performance. Offers policy recommendations…

Provides an overview of economic evaluation, focusing on goals, limitations and methods. Reviews three of the best-known examples of such programs. (Author/NH)

Concludes that (a) there is a lack of congruence between the actual research findings and the numerous "pronouncements and speculations" about microcomputer effects in preschool; (b) many methodological weaknesses limit the utility of research findings; and (c) little is known, empirically, about important process and outcome variables associated…

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)

Reviews Jay Belsky's "The 'Effects' of Infant Day Care Reconsidered," and offers a different conclusion: that the mother's attitudes toward the infant and toward her employment status may mediate day care effects on attachment and aggression. (SKC)

Offers a review of the literature suggesting that the enthusiasm for a longer, more academically oriented kindergarten day may have outstripped empirical support for the movement. Proposes an alternative in which a half-day of kindergarten is combined with an optional half-day of day care. (PCB)