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Omnibus 2 SRCD     8  

SLIDE 22   EFFECTS ASSOCIATED WITH TYPE OF CHILD CARE

As shown in the next slide, children who spent more epochs in center-type care obtained higher scores on the memory test. In addition, children who experienced more epochs in center care were reported to have more conflictual relationships with their mothers and their teachers and to have more externalizing behavior problems according to the teacher. The association between time in center care and teacher report of conflict changed reliably over time, as evidenced in the significant center x age interaction. By third grade, proportion of time in center care was not statistically related to teacher ratings of conflict.

SLIDE 23 EFFECT SIZES

Again, these effects appeared modest and consistent over time for three of these four outcomes, with effect sizes ranging from .01 to .13.

SLIDE 24 EFFECTS ASSOCIATED WITH CHILD CARE HOMES

The next set of findings pertains to proportion of time in child-care homes. Children who spent more time in child-care homes were reported to have more conflictual relationships with their teachers than children who spent less time in child-care homes. This association did not change reliably over time. In addition, a significant child-care home by age interaction was obtained for teacher reported social-emotional skills. Teachers rated children who spent more time in child-care homes as showing increases in social-emotional skills over time relative to children who spent less time in child-care homes.

SLIDE 25 EFFECT SIZES

SLIDE 26 CONCLUSIONS  

How do the results of the current follow up of through third grade accord with our earlier findings?  Some of the advantages and some of the disadvantages associated with early child

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