If mothers started work in child's first year, more likely to have behavioural difficulties or poor intellectual development
1 of 5
EPPE
Impact of preschool on child's development and whether social inequalities could be reduced by preschool attendance
3,000 children from a range of social backgrounds were studied using observations and interviews with parents and practitioners
Children from 144 day-centres compared with children who received home care
High quality care improved social, intellectual and behavioural development
The easrlier a child started in a daycare centre, the better the intellectual improvement
Children also had better sociability, independence and concentration the longer they had been in daycare
Full-time attendance gave no advantages over part-time attendance
Disadvantaged children better off in good quality daycare, particularly if they were able to experience a mixture of social backgrounds
2 of 5
NICHD
Nursery care --> improvements in cognitive and language development but also increased problems such as aggression and disobedience
Early, continuous and intensive time in daycare --> more behavioural porblems when in school than children who were cared for at home
Low quality daycare were particularly bad for children with mothers who lacked sensitivity
High quality care with stimulating environment and attentive staff tended to mean higher cognitive and language functioning in children
3 of 5
NICHD
Nursery care --> improvements in cognitive and language development but also increased problems such as aggression and disobedience
Early, continuous and intensive time in daycare --> more behavioural porblems when in school than children who were cared for at home
Low quality daycare were particularly bad for children with mothers who lacked sensitivity
High quality care with stimulating environment and attentive staff tended to mean higher cognitive and language functioning in children
4 of 5
Andersson
128 Swedish children
Been in daycare in early childhood and assessed them on their intellectual and social-emotional development at 13 years
Development compared with that of a control group who had experienced full-time maternal care in their early childhood
Children who had spent time in daycare scored higher in both measures of academic achievement and social skills, indicating that daycare can have positive effects
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