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Book/Printed Material How much is too much? the influence of preschool centers on children's social and cognitive development

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Title

  • How much is too much? the influence of preschool centers on children's social and cognitive development

Summary

  • "Previous research has demonstrated that attending center care is associated with cognitive benefits for young children. However, little is known about the ideal age for children to enter such care or the "right" amount of time, both weekly and yearly, for children to attend center programs. Using national data from the Early Childhood Longitudinal Study (ECLS-K), this paper asks whether there are optimal levels of center care duration and intensity and whether these levels vary by race or income. We consider pre-reading and math skills as measured by assessments administered at the beginning of kindergarten, as well as teacher-reported social-behavioral measures. We find that on average attending center care is associated with positive gains in pre-reading and math skills, but negative social behavior. Across economic levels, children who start center care between ages two and three see greater gains than those who start centers earlier or later. Further, starting earlier than age 2 is related to more pronounced negative social effects. Results for center intensity vary by income levels and race. For instance, poor and middle-income children see academic gains from attending center intensively (more than 30 hours a week), but wealthier children do not; and while intense center negatively impacts Black and White's social development, it does not have any negative impact for Hispanic children"--National Bureau of Economic Research web site.

Names

  • Loeb, Susanna
  • National Bureau of Economic Research

Created / Published

  • Cambridge, MA : National Bureau of Economic Research, c2005.

Headings

  • -  Child development--United States
  • -  Day care centers--United States
  • -  Early childhood education--United States
  • -  Preschool children--Care--United States

Notes

  • -  Title from PDF file as viewed on 12/20/2005.
  • -  Includes bibliographical references.
  • -  Also available in print.
  • -  Mode of access: World Wide Web.
  • -  System requirements: Adobe Acrobat Reader.

Call Number/Physical Location

  • HB1

Digital Id

Library of Congress Control Number

  • 2005705282

Access Advisory

  • Unrestricted online access

Online Format

  • image
  • pdf

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Citations are generated automatically from bibliographic data as a convenience, and may not be complete or accurate.

Chicago citation style:

Loeb, Susanna, and National Bureau Of Economic Research. How Much Is Too Much? the Influence of Preschool Centers on Children's Social and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, 2005. Pdf. https://www.loc.gov/item/2005705282/.

APA citation style:

Loeb, S. & National Bureau Of Economic Research. (2005) How Much Is Too Much? the Influence of Preschool Centers on Children's Social and Cognitive Development. Cambridge, MA: National Bureau of Economic Research. [Pdf] Retrieved from the Library of Congress, https://www.loc.gov/item/2005705282/.

MLA citation style:

Loeb, Susanna, and National Bureau Of Economic Research. How Much Is Too Much? the Influence of Preschool Centers on Children's Social and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, 2005. Pdf. Retrieved from the Library of Congress, <www.loc.gov/item/2005705282/>.