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ERIC Number: ED407149
Record Type: RIE
Publication Date: 1997-Apr
Pages: 63
Abstractor: N/A
Mother-Child Interaction and Cognitive Outcomes Associated with Early Child Care: Results of the NICHD Study.
National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Early Child Care Network.
Does early child care hinder or enhance infants' and toddlers' social and cognitive development? This longitudinal study investigated whether: (1) child care is related to qualities of mother-child interaction and the child's cognitive and language development in the first 3 years of life; (2) the child care environment interacts with the home environment in prediction of these outcomes; and (3) specific characteristics of child care are related to outcomes in these two domains (cognitive and language development). Children (n=1,364) were assessed at 6, 15, 24, and 36 months of age. Assessments included observations of the child's child care environment, of the mother and child during a structured interaction, of the child's home environment, and standardized measures of cognitive and language development. Results indicated that selection, child, and family variables were consistently significant predictors of both mother-child interaction and cognitive and language outcomes. Child care variables consistently made an additional significant, though usually smaller, contribution to explaining individual differences in these outcomes. Quality of provider-child interaction was related to better cognitive and language scores and to more positive mother-child interactions. Amount of child care was associated with less sensitive and engaged mother-child interactions, but was unrelated to cognitive and language outcomes. (EV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Early Child Care Network.
Grant or Contract Numbers: N/A
Note: Poster symposium presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997).