Abstract
This study investigates the relationship between childcare arrangements and developmental outcomes of young children using data from Cycle 1 of the Canadian National Longitudinal Survey of Children and Youth. Models of the determinants of Motor and Social Development (MSD) scores for children aged 0-47 months, and of the Peabody Picture Vocabulary Test assessment scores (PPVT) for children aged 4-5 years are estimated controlling for a variety of non-parental childcare and early education characteristics. The results suggest that infant-toddler non-parental care arrangements have insignificant or negligible impacts on developmental outcomes (MSD). For preschoolers, modes of care and early education do not, on average, influence cognitive development (PPVT). The results of fixed effect estimates for a sample of siblings aged 0-47 months confirm the preceding conclusion. The analysis is repeated to identify the determinants of the probability that the child's MSD (PPVT) score is in the bottom part of the distribution of MSD (PPVT) scores and the conclusions are similar.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
