Children in Daycare: Children in Daycare: Science, the Media, and Science, the Media, and Public Opinion Public Opinion Cathryn Booth-LaForce, PhD, FAPS Cathryn Booth-LaForce, PhD, FAPS Charles & Gerda Spence Professor of Nursing Charles & Gerda Spence Professor of Nursing Early Childhood Development Lecture Series Early Childhood Development Lecture Series May 2, 2007 May 2, 2007
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Children in Daycare: Science, the Media, and Public Opinion Cathryn Booth-LaForce, PhD, FAPS Charles & Gerda Spence Professor of Nursing Early Childhood.
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Children in Daycare: Children in Daycare: Science, the Media, and Science, the Media, and
Public OpinionPublic Opinion
Cathryn Booth-LaForce, PhD, FAPSCathryn Booth-LaForce, PhD, FAPSCharles & Gerda Spence Professor of NursingCharles & Gerda Spence Professor of Nursing
Early Childhood Development Lecture SeriesEarly Childhood Development Lecture SeriesMay 2, 2007May 2, 2007
Public OpinionPublic Opinion
Examples of things I have Examples of things I have heard…heard…
Any family can get along without two incomes—Any family can get along without two incomes—they just have to make sacrifices.they just have to make sacrifices.
Women shouldn’t have children if they’re going to Women shouldn’t have children if they’re going to have strangers raise them.have strangers raise them.
Anyone who puts their baby in daycare doesn’t Anyone who puts their baby in daycare doesn’t have good family values.have good family values.
Children learn bad habits in daycare.Children learn bad habits in daycare. Children learn how to get along with other Children learn how to get along with other
children in daycare.children in daycare. The right (high quality, expensive) daycare will The right (high quality, expensive) daycare will
make my child smarter.make my child smarter. I raised my child myself and he/she is I raised my child myself and he/she is
smarter/better behaved/more socially skilled than smarter/better behaved/more socially skilled than children raised in daycare.children raised in daycare.
Media ReportsMedia Reports
Some Recent HeadlinesSome Recent Headlines
““Poor Behavior is Linked to Time in Day Poor Behavior is Linked to Time in Day Care”Care”
------New York TimesNew York Times
““Study Links Child Care to Acting Out”Study Links Child Care to Acting Out”
““Day Care is Linked to Behavior Lasting Day Care is Linked to Behavior Lasting Through 6Through 6thth Grade” Grade”
------The Wall Street The Wall Street JournalJournal
““Few Effects of Poor Daycare Last Past Age Few Effects of Poor Daycare Last Past Age 11”11”
------ReutersReuters
““Quality of Early Child Care Makes a Quality of Early Child Care Makes a Difference But Good Parenting Matters Difference But Good Parenting Matters More, US Study Finds”More, US Study Finds”
------Medical News TodayMedical News Today
““Day Care News: Parents, You Count Most”Day Care News: Parents, You Count Most”
------NewsdayNewsday
““A day care center, the sort of place in A day care center, the sort of place in which bullies are bred, according to a new which bullies are bred, according to a new
study”study”------New York Times, 2001New York Times, 2001
Some statistics….Some statistics….
National Maternal National Maternal Employment Statistics Employment Statistics
(2005)(2005)
60% of married mothers of 60% of married mothers of preschool childrenpreschool children are in the are in the work forcework force
53.5% of married mothers of 53.5% of married mothers of infantsinfants are in the work force are in the work force
Each year, parents + Each year, parents + government spend roughly $50 government spend roughly $50 billion on child carebillion on child care
---Univ. MD, 2006---Univ. MD, 2006
About 12 million children are in About 12 million children are in child care in the U.S. (9.8 million child care in the U.S. (9.8 million under 5 years in 40+ hours)under 5 years in 40+ hours)
---U.S. Census Bureau, ---U.S. Census Bureau, 19991999
Why are young children Why are young children spending so much time in spending so much time in
daycare?daycare?
National trends—maternal National trends—maternal employmentemployment
Families need two incomesFamilies need two incomes Work preferenceWork preference
Costs to Women of the “Off Costs to Women of the “Off Ramp”Ramp”
Short (1-2 year) time out—lose Short (1-2 year) time out—lose 18% of earning power (28% in 18% of earning power (28% in business and banking/finance)business and banking/finance)
3 or more years—lose 37% of 3 or more years—lose 37% of earning powerearning power
------Center for Work-Life Policy, Center for Work-Life Policy, 20052005
What are the effects of What are the effects of childcare on children and childcare on children and
families?families?
ScienceScience
NICHD Study of Early Child NICHD Study of Early Child Care and Youth Care and Youth DevelopmentDevelopment
NICHD Early Child Care Research Network
Virginia Allhusen
Mark Appelbaum
Jay Belsky
Cathryn Booth-LaForceRobert Bradley
Celia BrownellPeg Burchinal
Bettye Caldwell
Susan CampbellAlison Clarke-Stewart
Martha Cox
Sarah L. FriedmanWillard HartupTy HartwellKathryn Hirsh-PasekAletha Huston
University of California: IrvineUniversity of California: San DiegoBirkbeck College, University of LondonUniversity of WashingtonUniversity of Arkansas at Little RockUniversity of PittsburghUniversity of North Carolina at Chapel HillUniversity of Arkansas at Little RockUniversity of PittsburghUniversity of California: IrvineUniversity of North Carolina at Chapel HillNICHDUniversity of MinnesotaResearch Triangle InstituteTemple UniversityUniversity of Texas-Austin
St. Joseph’s UniversityMichigan State UniversityUniversity of Washington Research Triangle InstituteWellesley CollegeHarvard University Loyola University Chicago University of California: San DiegoUniversity of KansasUniversity of Texas-DallasUniversity of California: RiversideUniversity of North Carolina at GreensboroGeorgetown UniversityUniversity of VirginiaUniversity of Maryland, College ParkWellesley CollegeUniversity of WashingtonUniversity of Wisconsin- MadisonTemple University
AcknowledgementsAcknowledgements
NICHD Grant #HD25447 NICHD Grant #HD25447 Susan J. Spieker, Co-PISusan J. Spieker, Co-PI Jean F. Kelly, Co-PIJean F. Kelly, Co-PI Sumi Hayashi, Site Sumi Hayashi, Site
……and a small army of data and a small army of data collectorscollectors
Purpose of the Purpose of the NICHD StudyNICHD Study
To examine how variations in child-rearing contexts (childcare, home, school, etc.) are related to children’s social, emotional, cognitive, and language development and health.
Sampling designed Sampling designed to assure adequate to assure adequate representation of representation of major socio-major socio-demographic demographic nichesniches
Ten data collection Ten data collection sites sites
24 hospitals 24 hospitals
Recruited in these locations
Exclusion CriteriaExclusion Criteria
Mother younger than 18 yearsMother younger than 18 years Family planned to moveFamily planned to move Multiple birthMultiple birth Infant had disabilityInfant had disability Infant stayed in hospital > 7 daysInfant stayed in hospital > 7 days Substance abuse—motherSubstance abuse—mother Mother did not speak EnglishMother did not speak English > 1 hour from lab site> 1 hour from lab site Extremely unsafe neighborhoodExtremely unsafe neighborhood
Current Locations of the Current Locations of the 1009 Study Families1009 Study Families
Who are the Families in the Who are the Families in the Study?Study?
Maternal EducationMaternal Education
10% no HS degree10% no HS degree21% HS degree or GED21% HS degree or GED33% some college33% some college21% college degree21% college degree15% postgrad education15% postgrad education
InterviewsInterviews QuestionnairesQuestionnaires ObservationsObservations Direct Direct
AssessmentsAssessments RecordsRecords
InformantsInformants MothersMothers Fathers/PartnersFathers/Partners Child-care ProvidersChild-care Providers After-school Care ProvidersAfter-school Care Providers TeachersTeachers PrincipalsPrincipals ChildrenChildren Best FriendsBest Friends Mothers and Teachers of Mothers and Teachers of
Best FriendsBest Friends Nurse PractitionersNurse Practitioners
Number of Variables Number of Variables (birth to Grade 6)(birth to Grade 6)
Raw data—70,000 variablesRaw data—70,000 variables Analysis data sets—8,700 variablesAnalysis data sets—8,700 variables Data are available to other investigatorsData are available to other investigators
What did we measure What did we measure in the child-care in the child-care
Quality of the physical Quality of the physical environmentenvironment
““Regulable” features of daycareRegulable” features of daycare
Type of Care:Type of Care:Child Care CentersChild Care Centers
Larger groups ofLarger groups of childrenchildren
More toysMore toys More structured More structured
activitiesactivities More children More children
per adultper adult Children grouped Children grouped
by ageby age
Child-Care HomesChild-Care Homes
More informal More informal carecare
More time in free More time in free playplay
Varying ages of Varying ages of children; often children; often siblingssiblings
Activities are Activities are more “home-like”more “home-like”
Relative/In-Home CareRelative/In-Home Care Most informal Most informal Care provider Care provider
follows usual follows usual routine and routine and incorporates childincorporates child
Little structureLittle structure May be just May be just
caregiver and child caregiver and child or other related or other related childrenchildren
……including Fathersincluding Fathers
Quality of Care by TypeQuality of Care by Type
Full range of quality in every type of Full range of quality in every type of care.care.
Especially during the first two years, Especially during the first two years, the average quality of care was higher the average quality of care was higher in less formal care with fewer children.in less formal care with fewer children.
---NICHD ECCRN, 1996---NICHD ECCRN, 1996
What did we measure What did we measure in the home setting?in the home setting?
Parenting QualityParenting Quality
Quality of Mother-child Quality of Mother-child InteractionInteraction
Ratings from 15 minute Ratings from 15 minute videotaped structured play videotaped structured play interactions:interactions:
Sensitivity to distressSensitivity to distress Sensitivity to nondistressSensitivity to nondistress DetachmentDetachment IntrusivenessIntrusiveness Cognitive stimulationCognitive stimulation Positive regardPositive regard Negative regardNegative regard Flat affectFlat affect
HHome ome OObservation for bservation for MMeasurement of the easurement of the EEnvironment nvironment
((HOMEHOME))
Checklist of quantity Checklist of quantity and quality of support and quality of support and stimulation and stimulation available to the child in available to the child in the home environmentthe home environment (e.g., books, age-(e.g., books, age-appropriate play materials, appropriate play materials, appropriate responses to appropriate responses to child, affection)child, affection)
Based on interview of Based on interview of mother with child mother with child presentpresent
Is early, extensive Is early, extensive participation in childcare a participation in childcare a
risk factor for insecure risk factor for insecure attachment?attachment?
A 30-sec introduction to A 30-sec introduction to
attachment…attachment… Secure attachment—”comfortable sense of Secure attachment—”comfortable sense of
trust in the primary caregiver”trust in the primary caregiver” Security is predicted by warm, sensitive, Security is predicted by warm, sensitive,
responsive parenting from primary caregiverresponsive parenting from primary caregiver Insecurity is predicted by detached, Insecurity is predicted by detached,
Insecurity is a risk factor for subsequent Insecurity is a risk factor for subsequent behavior problems, problems with peers, behavior problems, problems with peers, relationships, poor social competencerelationships, poor social competence
Attachment ResultsAttachment Results
Security/insecurity was related to the Security/insecurity was related to the quality of parenting.quality of parenting.
Security/insecurity was not related to Security/insecurity was not related to the quality, quantity, or age of entry the quality, quantity, or age of entry into childcare.into childcare.
Dual-risk effect: Very insensitive Dual-risk effect: Very insensitive parenting parenting plusplus poor quality childcare, poor quality childcare, or many hours in childcare—greater or many hours in childcare—greater proportion of insecure infants.proportion of insecure infants.
------NICHD ECCRN, 1997NICHD ECCRN, 1997
Child Care and Child Child Care and Child Outcomes: More Outcomes: More
QuestionsQuestions Is child care related to child Is child care related to child cognitive, cognitive,
language and social outcomes at language and social outcomes at
4.5 years?4.5 years? If so, how? What are the specific If so, how? What are the specific effects effects
of quality, quantity of care, and type of quality, quantity of care, and type of of
care on child outcomes?care on child outcomes? How How bigbig are these effects? are these effects?
I. QualityI. Quality of Early Child of Early Child Care Care
For preschoolers, higher For preschoolers, higher qualityquality care over the first 4.5 care over the first 4.5 years is associated withyears is associated with
All types of careAll types of care Not a function of qualityNot a function of quality No thresholdNo threshold Not just assertive behavior Not just assertive behavior Not clinical levels of Not clinical levels of
aggressionaggression
Differences in Amount of Child Differences in Amount of Child Care vs Differences in Parenting Care vs Differences in Parenting Quality: Behavior Problems at Quality: Behavior Problems at
proportion time mother had partner in proportion time mother had partner in household, maternal depression, income, household, maternal depression, income, maternal sensitivity, classroom quality,maternal sensitivity, classroom quality,after-school hours.after-school hours.
I. QualityI. Quality of Early Child of Early Child Care Care
Higher Higher qualityquality care over the care over the first 4.5 years is associated first 4.5 years is associated with:with:
higher vocabulary scores in higher vocabulary scores in Grade 5Grade 5
II. TypeII. Type of Child Care of Child Care
More experience in child care More experience in child care centerscenters is associated with is associated with
more behavior problems in more behavior problems in Grade 6Grade 6
Comparison of Effect Comparison of Effect SizesSizes
Behavior ProblemsBehavior Problems Prop. center care--.08-.12Prop. center care--.08-.12 Parenting quality--.11-.19Parenting quality--.11-.19
Behavior-Problem Mean Behavior-Problem Mean ScoresScores
Average score Average score 50.050.0 ““At-risk” score At-risk” score 60.060.0 No time in child care: No time in child care: 49.649.6 1-2 years in center care: 1-2 years in center care: 50.050.0 3 years in center care: 3 years in center care: 51.4 51.4
(10% of sample)(10% of sample) 4 years in center care: 4 years in center care: 52.0 52.0
“THERE ARE some things that should just . . . DIE already:
* Photos of Brad and Angelina holding their many children. (Mine could walk by age 1 - didn't yours?)
* Tube tops, particularly on anyone over the age of 25 and with a BMI of more than 25.
* Women who are the fourth wife of a billionaire saying the two of them are soulmates.
* Studies that purport to demonstrate that day care will irreversibly damage your children.
Especially poorly designed studies of limited usefulness being trotted out by people who can't really grasp the limitations of the study but put screaming headlines on them designed to sell newspapers and scare the stuffing out of working parents.”
So, what So, what areare the limitations the limitations of the study?of the study?
It is not nationally representativeIt is not nationally representative We did not include the most high-risk We did not include the most high-risk
disadvantaged familiesdisadvantaged families It is not an “experiment” It is not an “experiment” Therefore, we cannot claim that child Therefore, we cannot claim that child
care care causescauses child outcomes. child outcomes.
What are the strengths of What are the strengths of the study?the study?
Largest, longest-term study of child care in Largest, longest-term study of child care in relation to child developmentrelation to child development
Prospective studyProspective study Began at birthBegan at birth ““Ecological” model – included data about Ecological” model – included data about the family, home, school, neighborhoodthe family, home, school, neighborhood Multiple aspects of child development & Multiple aspects of child development &
healthhealth Exceptionally high-quality dataExceptionally high-quality data Diversity of investigators’ viewsDiversity of investigators’ views
Summing up: What do these Summing up: What do these results mean?results mean?
Parent(s) Matter!Parent(s) Matter!
Parents are spending more Parents are spending more time with their childrentime with their children
1965--mothers spent 10.2 hrs per week 1965--mothers spent 10.2 hrs per week tending to their childrentending to their children
2003--mothers spent 14.1 hrs per week2003--mothers spent 14.1 hrs per week 1965—fathers spent 2.5 hrs per week1965—fathers spent 2.5 hrs per week 2003—fathers spent 7 hrs per week2003—fathers spent 7 hrs per week 2003 paid work + time spent with child 2003 paid work + time spent with child
= 65 hrs/wk for mothers, 64 for fathers.= 65 hrs/wk for mothers, 64 for fathers.---Bianchi et al., 2006---Bianchi et al., 2006
In our study at 7 months of In our study at 7 months of age…age…
Compared families in which the infant Compared families in which the infant waswas
in 30 or more hours of childcare vs. atin 30 or more hours of childcare vs. at
home with mom since birth.home with mom since birth. Time interacting with mother—only 12 Time interacting with mother—only 12
hours difference per week.hours difference per week. Time not related to quality of mother-Time not related to quality of mother-
infant interaction or child outcomes.infant interaction or child outcomes.
---Booth et al., 2002---Booth et al., 2002
A conservative A conservative politician…politician…
Our study “…proves what has long been Our study “…proves what has long been
obvious, that kids do better if nurtured by obvious, that kids do better if nurtured by
their own parents.”their own parents.”
Is there a developmental Is there a developmental advantage to staying home advantage to staying home
with mom?with mom?
““Thank goodness I’m a Thank goodness I’m a stay-at-home mom!”stay-at-home mom!”
No evidence that exclusive No evidence that exclusive maternal care is bestmaternal care is best
Only 52 children with exclusive Only 52 children with exclusive maternal care, birth to 60 monthsmaternal care, birth to 60 months
Not different from daycare children in Not different from daycare children in cognitive, language, social cognitive, language, social developmentdevelopment
High-quality daycare > exclusive High-quality daycare > exclusive maternal care > low-quality daycare—maternal care > low-quality daycare—cognitive and language development.cognitive and language development.
Are childcare quality Are childcare quality and quantity and quantity important?important?
Results of other Results of other studies…studies…
Importance of child-care quality for Importance of child-care quality for lower-income and at-risk children lower-income and at-risk children (correlational and experimental (correlational and experimental studies)studies)
Quantity findings consistent with Quantity findings consistent with those from ECLS and from a study in those from ECLS and from a study in EnglandEngland
Consider child-care Consider child-care quantity and quality quantity and quality from the perspective from the perspective of the child’s everyday of the child’s everyday experiences…experiences…
Quality of Care in the Quality of Care in the U.S.U.S.
PoorPoor 8% 8%
FairFair 53%53%
GoodGood 30%30%
ExcellentExcellent 9% 9%
---Booth et al., 1999---Booth et al., 1999
““Ira’s Discount Day Ira’s Discount Day Care”Care”
My RecommendationsMy Recommendations
Let’s stop making parents feel guilty Let’s stop making parents feel guilty and focus on supporting themand focus on supporting them
Let’s stop thinking that staying at Let’s stop thinking that staying at home with mom is the “gold standard”home with mom is the “gold standard”
strategiesstrategies Improve daycare quality and choicesImprove daycare quality and choices Educate parents about their Educate parents about their
importance; practical strategiesimportance; practical strategies Pay attention to what is going on in Pay attention to what is going on in
daycaredaycare
More science…More science…
What is the role of stress?What is the role of stress? Given the small effect sizes for Given the small effect sizes for
childcare quality, weighing of costs childcare quality, weighing of costs and benefits of specific improvementsand benefits of specific improvements
More data about “daily life”More data about “daily life” Classroom effectsClassroom effects Age 15 resultsAge 15 results Relationship study—Age 17.5Relationship study—Age 17.5