Predicting Literacy and Social Skills of Time Spent in Child Care Centers Among Low-SES Kindergartners: The Role

Abstract

This study investigates the role of the amount of time spent in center-based child care as a predictor of low-income children's (N = 138) literacy and social skills upon entrance to kindergarten, within the context of other child and family influences. Child care emerged as a significant predictor of mathematics and letter recognition skills, but did not predict social skills. Findings suggest that fostering literacy skills is critical in preparing low-SES children for school.