Child Care during the First Year of School: How Extent, Type, and Quality Relate to Child Well-Being

Principal Investigator(s): Claessens, Amy; Duncan, Greg;
Date Issued: 2006
Description: A systematic examination of the links between extent, type, and quality of child care and children's social-emotional and cognitive well-being, using the Early Childhood Longitudinal Study-kindergarten cohort (ECLS-K). The sample for this study includes approximately 14,000 kindergarteners in the ECLS-K. The research explores the full range of child care options (formal and informal), focusing on sub-groups of children including low-income and subsidy-eligible. This study informs Child Care and Development Fund (CCDF) policy regarding school-age child care, including how to design subsidy programs and cost effective quality enhancement strategies that best support school-age child well-being.
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Research Scholar(s): Claessens, Amy
Grantee(s)/ Contractor(s): Northwestern University (Evanston, Ill.)
Funder(s): United States. Child Care Bureau
Contact(s): Claessens, Amy
Source: Northwestern University
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Child Development & School Readiness
Start Date: 09/30/2006
End Date: 09/29/2007
Project Type: Child Care Research Scholars
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