Omnibus 2 SRCD 7
between quality and outcomes changes linearly over time.
As shown, children who had experienced higher quality child care displayed higher math (Applied Problems), vocabulary (Picture Vocabulary), and memory (Memory for Sentences) skills than children who had experienced lower quality care. These main effects of child-care quality remained relatively consistent from 54 months through third grade; no significant age x child-care quality interactions were detected.
Child-care quality was not related to mother or teacher reports of social functioning.
SLIDE 19 EFFECT SIZES ASSOCIATED WITH CHILD CARE QUALITY
The associations between child-care quality and later academic achievement were modest as the effect sizes (ranging from .07 to .09) demonstrate.
SLIDE 20 EFFECTS ASSOCIATED WITH AMOUNT OR QUANTITY OF CHILD CARE
The next slide shows the coefficients and effect sizes associated with child-care hours. Teachers rated children with more hours of child care as having more externalizing behaviors, fewer social skills, more conflict with the teacher, and less adaptive work habits. For two of these outcomes, externalizing behaviors and teacher-conflict, the magnitude of the association between the child-care hours intercept and child functioning declined over time, as revealed by a significant interaction between age and child-care hours. At the last assessment age—third grade—child-care hours was no longer significantly related to teacher ratings of externalizing behaviors or conflict.
SLIDE 21 EFFECT SIZES ASSOCIATED WITH QUANTITY
Effect sizes tended to be modest (ranging from .01 to .12).