Article Recognized as Fifth Most Cited in Child Development
Professor and Chair
Professor Deborah Lowe Vandell, Chair of the Department of Education, has been notified that her article: "Do the Effects of Early Child Care Extend to Age 15 Years? Results From the NICHD Study of Early Child Care and Youth Development," published in the May/June 2010 issue of Child Development, has been identified as the fifth most cited article in the field of Child Development.
According to 2008 ISI rankings, Child Development increased impact factor to 3.821 and remains the most cited journal with the highest impact factor in the Educational Psychology category. It also ranks 6/55 in Developmental Psychology.
Abstract
Relations between nonrelative child care (birth to 4½ years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive–academic achievement at age 15, with escalating positive effects at higher levels of quality. The association between quality and achievement was mediated, in part, by earlier child-care effects on achievement. High-quality early child care also predicted youth reports of less externalizing behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15, relations that were partially mediated by earlier child-care effects on externalizing behaviors.
The transition from childhood to adolescence involves substantial changes in multiple features of children’s lives, which raises fundamental questions about the importance of early experience as an influence on adolescent development. Adolescence is defined by physical and cognitive changes (Kuhn, 2009; Susman & Dorn, 2009) as well as transformations in parent–child and peer relationships (Collins & Steinberg, 2006) and schooling (Eccles & Roeser, 2009). With these myriad changes, there is reason to wonder whether effects of early child-care experiences persist into adolescence. This is the central issue addressed in this report. Specifically, we ask if nonrelative child care during the first 4½ years of life predicts academic achievement and behavioral adjustment at age 15. Then, we consider developmental processes that may mediate these associations. Finally, we ask if links between early child care and adolescent outcomes are moderated by child gender or familial risk.
The work to be reported is based on a large, nonexperimental field study—the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD)—that affords estimation of statistical rather than causal effects. When causal language (e.g., effect, influence) is employed in this report, it is for heuristic purposes.
