.
Children who participated in a regular nonparental early care and education arrangement the year before kindergarten scored higher on reading and math assessments than children who did not have those experiences, according to a new early childhood report from the National Center for Education Statistics within the Institute of Education Sciences.
Using data from the final two rounds of the Early Childhood Longitudinal Study, Birth Cohort, a study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This survey provides a comprehensive and reliable data about children’s early development; their home learning experiences; their experiences in early care and education programs; their health care, nutrition, and physical well-being; and how their early experiences relate to their later development, learning, and success in school.
Other findings include:
* About four out of five (83.2 percent) participated in a regular nonparental early care and education arrangement the year before kindergarten.
* Forty percent of the children had some kind of regular before- or after-school care arrangement.
1 comment:
Although the impact of non-parental care on children has been widely analysed, there is still
little consensus in the literature. This is due in part to the issue of selection: if families who
choose parental care are different from those who opt for non-parental care, the observed
association between outcomes and care may not be causal. We address this using four
strategies: controlling for a wide array of observable characteristics (including lagged
outcomes), using propensity score matching, estimating unobservables bias by looking at
selection on observables, and instrumenting use of care with supply-side or demand-side
shocks.
early childhood programs
Post a Comment