Source One: https://www.enotes.com/research-

starters/daycare-programs

Cite: "Daycare Programs" Research Starters eNotes.com, Inc. eNotes.com 28 May, 2017

<http://www.enotes.com/research-starters/daycare-programs#research-starter-research-

starter>

Daycare: provide supplementary childcare on a regular basis inside and outside of a child's home and

are administered by adults other than the child's parents.

Care can be given in the child's home, at a caregiver's home, or at a daycare center, and may involve

other children.

Applications

Types of Daycare Programs

The three types of daycare programs are:

• Daycare centers

Pro: Daycare centers are required by law in all states to be licensed and to be inspected annually

• Family daycare homes

Con: Unlike daycare centers, family daycare homes do not need to be licensed, though all states have minimum nutrition, health and safety requirements.

• In-home caregivers (nanny or caregiver)

In choosing between in-home caregivers, family daycare homes, and daycare centers, parents must

consider their child's unique personality and weigh his or her needs for intimacy and one-on-one

relationships with adults against readiness for socialization. Some children thrive in large groups of

children; others do better in smaller groups. Some may not be ready to handle a group situation at all

and need to be cared for by an adult at home. Once the type of program has been selected, parents

must examine several attributes, including caregiver-to-child ratio, group (class) sizes, and provider

experience and qualifications. These factors all form the basis of either a positive or negative experience

for the child and significantly impact his social, emotional and intellectual development.

Source two:

http://www.child-encyclopedia.com/child-care-early-childhood-education-and-

care/according-experts/current-research-child-care-effects

cite: "Child Care – Early Childhood Education and Care | Current Research on Child Care Effects."

Encyclopedia on Early Childhood Development. Ed. John Bennett. Margaret and Wallace McCain

Family Foundation, 5 May 2011. Web. 28 May 2017 http://www.child-

encyclopedia.com/child-care-early-childhood-education-and-care/according-

experts/current-research-child-care-effects.

According to the child encyclopedia the rapid increase in maternal employment over the past 25

years has led to an increase in reliance on child care for young children, from birth to 5 years of age.

This increase represents a dramatic shift in child rearing styles, and has prompted concerns as to

whether child care poses any risks to healthy child development.

Key Research Questions

Four questions have driven research on child care over the past ten years. Chief among them is whether extensive child care in the first year of life disrupts the mother–child attachment relationship. For example, theorists2 hypothesized that daily separations might cause infants to lose confidence in the availability and responsiveness of their parents and reduce opportunities for interactions. The second area of inquiry concerns the impact of variations in child care quality on children’s development, especially with respect to school readiness skills. The third question focuses on hours in care as a risk factor for behaviour problems, such as aggression. The fourth area of inquiry concerns the effects of the types of care that have been examined.

Recent Research Results

Mother–Child Attachment

Early studies yielded mixed results regarding whether early, extensive child care posed a risk for the development of secure attachment relationships. For this reason, the National Institute of Child Health and Human Development launched their Study of Early Child Care and Youth Development, a longitudinal study of 1,350 children, from birth until the sixth grade. To assess children’s attachment relationships with their mothers, the investigators used a procedure called the Strange Situation, which consists of a series of separations and reunions between the baby and mother in the presence of a stranger.3 All children experience stress during separations. However, secure children are soothed by their mothers’ return. Associations between security and five child care parameters were examined, namely age of entry into child care, continuity of care, type of care, quality of child care, and amount of care. None of these associations were significant. Not surprisingly, maternal sensitivity predicted children’s security status with their mothers.

Source three:

https://www.nichd.nih.gov/research/supported/Pages/seccyd.aspx

cite: Griffin, James A. "NICHD Study of Early Child Care and Youth Development (SECCYD)

Sunsetted/For Reference Only." Eunice Kennedy Shriver National Institute of Child Health and

Human Development. U.S. Department of Health and Human Services, n.d. Web. 28 May 2017.

the researchers collected information in four Phases and analyzed how different child care

arrangements related to measurements of the children's health, behavior, school performance

and other indicators of development in infancy, early childhood, middle childhood and middle

adolescence.

Academic Sources:

Source 1 (probably wont use)

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2007.01021.x/full

cite: Belsky, Jay, Deborah Lowe Vandell, Margaret Burchinal, K. Alison Clarke‐Stewart, Kathleen

McCartney, and Margaret Tresch Owen. "Are There Long‐Term Effects of Early Child Care?" Child Development. Blackwell Publishing Inc, 23 Mar. 2007. Web. 28 May 2017.

Effects of early child care on children's functioning from 4½ years through the end of 6th grade

(M age=12.0 years) were examined in the National Institute of Child Health and Human

Development Study of Early Child Care and Youth Development (n=1,364). The results

indicated that although parenting was a stronger and more consistent predictor of children's

development than early child-care experience, higher quality care predicted higher vocabulary

scores and more exposure to center care predicted more teacher-reported externalizing problems.

Discussion focuses on mechanisms responsible for these effects, the potential collective

consequences of small child-care effects, and the importance of the ongoing follow-up at age 15.

Academic source 1:

Cite: Farkas, George, Greg J. Duncan, Margaret R. Burchinal, Deborah L. Vandell, Erik A. Ruzek,

and Dang T. Tran. "Which Combination of High Quality Infant-Toddler and Preschool Care Best Promotes School Readiness?" (2011): n. pag. Eric.ed.gov. Society for Research on Educational Effectiveness, 2011. Web. 28 May 2017.

The major finding of this paper is that high quality infant-toddler care itself does not affect child

outcomes in the long run without subsequent high quality preschool. High quality child care in

the very early period can raise the immediate cognitive outcomes by .16 to .19 SD. However, this

impact is found to fade out within two or three years if there is no high quality child care

following. Regardless of the infant-toddler care quality, high quality preschool positively affects

children’s cognitive and academic scores at school entry. That positive effect is augmented for

children with high quality infant-toddler care and higher cognitive scores at preschool entry. This

implies a positive association between marginal productivity of preschool investment and the

cognitive skills developed during infancy-toddlerhood. Therefore, to invest only in high quality

infant-toddler care without subsequent high quality preschool is not productive in the long term.

High cognitive and academic scores at school entry require consistent high quality infant-toddler

care and high quality preschool. Findings of this paper suggest the desirability of spreading

investment across early childhood periods as opposed to front-loading investment on infant-

toddler care.

. Evidence suggests that these programs do improve school readiness skills, but the effects are

not large enough to fully eliminate the achievement gap experienced by disadvantaged children

(Ludwig & Phillips, 2007; Magnuson, Ruhm, & Waldfogel, 2007)

SECCYD enrolled 1,364 families with full-term healthy newborns in accordance with a conditionally

random sampling plan, which was designed to ensure that the recruited families reflected the diversity

in terms of socio-economic status, race, and ethnicity. Response rates at the point of the six-month

interview were around 50% (Duncan & Gibson-Davis, 2006).

Source two:

http://files.eric.ed.gov/fulltext/ED519004.pdf

Approximately seventy-five percent of U.S. children currently experience routine non-parental care (e.g.

preschool) before they enter kindergarten (U.S. Census Bureau, 2006). Both federal and state

governments view high quality child care as a means to improve school readiness skills for children from

economically disadvantaged families. High quality child care is viewed by parents and policy makers as a

means to promote academic and social skills prior to entry to formal education based on strong

evidence from experimental studies and modest, but relatively consistent evidence from larger, more

representative observational studies (Vandell, 2004; Pianta, Barnett, Burchinal, & Thornburg, 2009).

Third source:

http://files.eric.ed.gov/fulltext/EJ975639.pdf

55% of children under the age of 5 receive daycare

https://nces.ed.gov/fastfacts/display.asp?id=4