Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.

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2020-11

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Abstract

This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills.

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10.1111/cdev.13389

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Bratsch-Hines, Mary E, Robert Carr, Eleni Zgourou, Lynne Vernon-Feagans and Michael Willoughby (2020). Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes. Child development, 91(6). pp. 1854–1864. 10.1111/cdev.13389 Retrieved from https://hdl.handle.net/10161/23712.

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