ERIC Number: ED455936
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
CQO Children Go to School. NCEDL Spotlights, No. 11.
National Center for Early Development & Learning, Chapel Hill, NC.
This report details findings of the Cost, Quality, and Outcomes (CQO) Study, which examined the influence of typical center-based childcare on children's development during their preschool years and then subsequently as they moved into elementary school. Among the major findings of the study are that children who attended higher quality childcare centers scored higher on cognitive and social skills measures in childcare and through the transition into school. This influence of childcare quality was important for children from a wide range of family backgrounds. Childcare quality prior to school entry affected children's development at least through kindergarten. For math skills and problem behaviors, children whose mothers had lower levels of education benefited even more from high quality childcare, with these influences sustained through second grade. The quality of childcare classroom practices was related to children's cognitive development, while the closeness of the caregiver-child relationship influenced children's social development through the early school years. The report concludes with discussion of implications for practice and policy, focusing on fiscal strategies, system and program change strategies, and professional preparation and compensation approaches. (KB)
Descriptors: Academic Achievement, Cognitive Development, Day Care, Early Childhood Education, Elementary School Students, Followup Studies, Language Skills, Longitudinal Studies, Outcomes of Education, Social Development
Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB #8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site: http://www.ncedl.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Early Development & Learning, Chapel Hill, NC.