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Abstract
Effects of early extended child care on children’s functioning from age one year through the end of year six were examined in the Japan Child Care Cohort Study. This longitudinal project sought to assess the developmental and adaptation effects on children. Parents completed a survey on the childrearing environment at home, their feelings of self-efficacy, and the available support for childcare. Childcare professionals evaluated the development of children. The results, using a panel cohort method, indicated that although parenting was a stronger and more consistent predictor of children’s development than was the early extended child-care experience, support from the spouse predicted higher vocabulary development.
Highlights
Large numbers of children in Japan experience routine nonmaternal child care during their infant, toddler, and preschool years
The difference between the two types of care was examined by using items of child development, positive qualities of parents’ behavior, parent efficacy for care, and existence of support for care
This paper represents the latest installment in the ongoing study of relations between experiences in child care in the first year of life and child development using data gathered in the Japan Child Care Cohort
Summary
Large numbers of children in Japan experience routine nonmaternal child care during their infant, toddler, and preschool years. As nonmaternal child care has become more common, researchers and policy makers have become increasingly concerned about its effects on children’s development (Belsky, 1988, 2001; Clarke-Stewart, 1989; Greenspan, 2003). Some researchers have highlighted potentially beneficial consequences of early child care, especially of high-quality care, on social functioning (Peisner-Feinberg, 1997; Vandell, 1988), as well as on cognitive-linguistic development or academic achievement (Broberg, 1997; Burchinal, 2000). Others have mentioned potentially adverse consequences, especially of long hours of care initiated early in life, on socioemotional functioning, including the emergence of behavior problems (Belsky, 2001; Vandell, 1990). Some have contended that child-care “effects,” whether beneficial or detrimental, do not endure beyond the preschool or early elementary school years (Blau, 1999; Colwell, 2001; Deater-Deckard, 1996; Egeland, 1995), whereas others have claimed that child-care “effects” are more long lasting (Belsky, 1988; Vandell, 1990) or endure for some time, at least in the case of low-income children in highquality care (Campbell, 2001)
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