Variations in early child care: Do they predict subsequent social, emotional, and cognitive differences?

A sample of 236 predominantly middle class 8-year-olds from a state with minimal child care standards were examined for possible differences associated with earlier child care histories. In comparison to children in part-time child care (less than 30 hours a week) or exclusive maternal care, children with more extensive child care experiences since infancy were rated by teachers and parents as having more poor peer relationships, work habits, and emotional health, and as being more difficult to discipline. In this minimal standard environment, extensive infant care was also associated with more negative nominations from classmates, poorer academic and conduct report card grades, and lower standardized test scores. In stepwise regressions that included family social class, parents' marital status, family size, number of family moves, child gender, childbirth order, and current after school care, children's extensive experience in infant care was the single best predictor (in a negative direction) of ratings by parents, teachers, and peers, and of report card grades and standardized test scores. Child care history continued to be a significant negative predictor of child outcomes in full regression models that incorporated child and family variables. These results are in marked contrast with Andersson's (1989) findings of positive social and cognitive development associated with early, extensive child care in Sweden (a country characterized by high child care standards and opportunities for paid parental leave during early infancy).