ERIC Number: ED464727
Record Type: RIE
Publication Date: 2002-Apr
Predicting Parental Perceptions of Children's Longitudinal School Success from Early Child Care Experiences.
Peisner-Feinberg, Ellen S.; Yazejian, Noreen
This follow-up of the Cost, Quality, and Child Outcomes in Child Care Centers Study examined the long-term influences of child care experiences on children through elementary school. In the initial 1993 study, 828 children in 176 centers in North Carolina, California, Colorado, and Connecticut were followed from their 3-year-old year in child care through the end of second grade to examine relations between preschool child care quality and children's language, cognitive, and social development. This follow-up gathered school records and parent survey data on 339 children through the end of elementary school to examine longer-term indicators of school success, with this paper focusing on findings from the parent survey. Findings indicated that most parents reported that their children were performing well. Maternal education moderated the associations between child care quality and outcomes, indicating greater long-term effects for children of mothers with lower education levels. Teacher-child closeness was related to elementary school adjustment over time, with stronger effects for children of mothers with lower educational levels. Quality of preschool classroom practices predicted later school adjustment by sixth grade for children of mothers with lower educational levels, while there were no differences on the basis of preschool quality for children of mothers with higher educational levels. School adjustment scores for children of mothers with lower educational levels who experienced higher quality child care were similar to those of children whose mothers had higher levels of education. (Contains 17 references, 4 figures, and 1 table.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).