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ERIC Number: EJ1054365
Record Type: Journal
Publication Date: 2013-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 95
ISSN: ISSN-0022-0663
Center-Based Child Care and Cognitive Skills Development: Importance of Timing and Household Resources
Votruba-Drzal, Elizabeth; Coley, Rebekah Levine; Koury, Amanda S.; Miller, Portia
Journal of Educational Psychology, v105 n3 p821-838 Aug 2013
Growing evidence has linked center-based early care and education settings to improvements in children's cognitive skills. Additional research is needed to more carefully delineate when and for whom these associations are most pronounced. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ˜ 6,350; Flanagan & West, 2004), this study examined whether the beneficial effects of center-based care settings for children's cognitive skills at age 5 differ by the age at which children experience these settings and for subgroups based on household income, parental education, and quality of the home learning environment. The results suggest that center-based preschool was supportive of the math and reading skills development of the sample as a whole. However, both center- and home-based care for 2-year-olds as well as 4-year-olds were beneficial for children from lower income, less educated, and less enriching family contexts, helping to diminish the cognitive skills gap between more and less advantaged children.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale; Early Childhood Longitudinal Survey; Infant Toddler Environment Rating Scale; Peabody Picture Vocabulary Test; Bayley Scales of Infant Development