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Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development

Vandell, Deborah Lowe ; Burchinal, Margaret ; Pierce, Kim M Dubow, Eric F ; Eccles, Jacquelynne S

Developmental psychology, 2016-10, Vol.52 (10), p.1634-1645 [Periódico revisado por pares]

United States: American Psychological Association

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Título:
Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development
Autor: Vandell, Deborah Lowe ; Burchinal, Margaret ; Pierce, Kim M
Dubow, Eric F ; Eccles, Jacquelynne S
Assuntos: Academic Achievement ; Adaptation, Psychological - physiology ; Adjustment ; Admissions policies ; Adolescent ; Adolescent Development ; Adolescent Development - physiology ; Arkansas (Little Rock) ; Behavior ; California ; Center for Epidemiologic Studies Depression Scale ; Child Behavior ; Child Care ; Child Care Centers ; Child Development ; Child, Preschool ; College Admission ; College admissions ; Colleges & universities ; Depression (Psychology) ; Developmental psychology ; Education ; Educational Quality ; Educational Status ; Family Background ; Family Characteristics ; Family Environment ; Female ; Followup Studies ; Gender Differences ; Grades (Scholastic) ; High School Students ; Human ; Humans ; Infant ; Infant, Newborn ; Intelligence Tests ; Interviews ; Kansas ; Longitudinal Studies ; Male ; Massachusetts (Boston) ; Measures (Individuals) ; Mothers ; National Institute of Child Health and Human Development (U.S.) ; NEO Personality Inventory ; North Carolina ; Peabody Picture Vocabulary Test ; Pennsylvania (Philadelphia) ; Pennsylvania (Pittsburgh) ; Personality Measures ; Predictor Variables ; Quality child care ; Risk ; Risk taking ; Schools ; Secondary school students ; Selective Admission ; Social background ; Social development ; Statistical Analysis ; Statistics as Topic ; Surveys ; Symptoms (Individual Disorders) ; United States ; Verbal Ability ; Virginia ; Vocabulary ; Washington (Seattle) ; Wisconsin (Madison) ; Young Adult ; Young Children
É parte de: Developmental psychology, 2016-10, Vol.52 (10), p.1634-1645
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Deborah Lowe Vandell, School of Education, University of California, Irvine; Margaret Burchinal, Frank Porter Graham Center, University of North Carolina, Chapel Hill; Kim M. Pierce, School of Education, University of California, Irvine.
Descrição: Relations between early child care and adolescent functioning at the end of high school (EOHS; M age = 18.3 years) were examined in a prospective longitudinal study of 1,214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the EOHS. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and for females to less risk taking and greater impulse control. Higher quality child care predicted higher academic grades and admission to more selective colleges. Fewer hours in child care was related to admission to more selective colleges. These findings suggest long-term benefits of higher quality child care, center-type care, and lower child-care hours for measures of academic standing at the EOHS.
Editor: United States: American Psychological Association
Idioma: Inglês

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Early Child Care and Adolescent Functioning at the End of High School: Results From the NICHD Study of Early Child Care and Youth Development

Vandell, Deborah Lowe ; Burchinal, Margaret ; Pierce, Kim M Dubow, Eric F ; Eccles, Jacquelynne S

United States: American Psychological Association

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