scholarly journals Quality of Parenting Programs and Child Development Outcomes: The Case of Peru's Cuna Mas

2018 ◽  
Author(s):  
María Caridad Araujo ◽  
Marta Dormal ◽  
Marta Rubio-Codina
Keyword(s):  
Child Development ◽  
Parenting Programs ◽  
Quality Of Parenting ◽  
Development Outcomes

The Physical Context of Child Development

2021 ◽  
Vol 30 (1) ◽  
pp. 41-48
Author(s):  
Gary W. Evans
Keyword(s):  
Child Development ◽  
Observational Studies ◽  
Physiological Stress ◽  
Personal Characteristics ◽  
Adverse Outcomes ◽  
Structural Quality ◽  
Physical Context ◽  
Physical Setting ◽  
Physical Features

Child development reflects interactions between personal characteristics and the physical and social environment. Psychology, however, lacks analysis of physical features that influence child development. In this article, I describe a preliminary taxonomy of physical-setting characteristics that can influence child development, focusing on environmental stressors such as noise, crowding, and chaos along with structural quality of housing, day care, and schools. Adverse outcomes associated with suboptimal physical settings during childhood include cognitive and socioemotional difficulties along with chronic physiological stress. Both direct effects on the child as well as indirect effects occurring via significant persons surrounding the child are described. Methodological limitations, particularly reliance on observational studies, are a weakness in the current literature, but increasingly more rigorously obtained findings yield converging evidence of the effects of physical settings on child development.

scholarly journals Center-Based Child Care and Differential Improvements in the Child Development Outcomes of Disadvantaged Children

2021 ◽  
Author(s):  
Sarah Anne Reynolds
Keyword(s):  
Child Care ◽  
Child Development ◽  
Economic Status ◽  
Value Added ◽  
Additional Time ◽  
Nationally Representative ◽  
Using Data ◽  
Development Outcomes ◽  
One Year ◽  
The Impact

Abstract Background Research finds center-based child care typically benefits children of low socio-economic status (SES) but few studies have examined if it also reduces inequalities in developmental disadvantage. Objective I test if the length of time in center-based care between ages one and three years associates with child development scores at age three years, focusing on the impact for groups of children in the lower tercile of child development scores and in the lower SES tercile. Method Using data from 1,606 children collected in a nationally representative Chilean survey, I apply a value-added approach to measure gains in child development scores between age one and three years that are associated with length of time in center-based child care. Results Disadvantages at age one year were associated with lower child development scores at age three years. No benefits of additional time in center-based care were found for the non-disadvantaged group, but positive associations were found between more time in center-based care and child development outcomes for children with the SES disadvantage only. Center-based care was not associated with child development trajectories of children with lower child development scores at age one year, no matter their SES status. Conclusions There is evidence that Chilean center-based child care reduces SES inequality in child development scores between ages one and three years, but only if children already were not low-scorers at age one year.

DAY CARE: 3. SERVING PRESCHOOL CHILDREN. By Donald J. Cohen, M.D., and Ada S. Brandagee. U.S. Department of Health, Education and Welfare, Publication No. (OHD) 74-1057, U.S. Government Printing Office, Washington, D.C. 20402

PEDIATRICS ◽  
1977 ◽  
Vol 59 (3) ◽  
pp. 487-488
Author(s):  
Paul C. Young
Keyword(s):  
Child Development ◽  
Day Care ◽  
State Of The Art ◽  
The United States ◽  
Government Printing ◽  
Introductory Statement ◽  
Department Of Health ◽  
Care Field ◽  
Broad Overview

This book is one of a series of handbooks being published by the Office of Child Development to "promote discussion and to improve the quality of day care in the United States," according to an introductory statement by Saul Rosoff, Acting Director, Office of Child Development. It was written by Donald J. Cohen, M.D., psychiatrist and pediatrician at Yale, in collaboration with Ada S. Brandagee, M.A. Dr. Cohen attempts "to provide a broad overview of the day care field, a basic state-of-the-art guidebook for those seriously concerned about preschool day care.

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