Psychology: The Effects Of Early Child Care On Child Development

Running Head: CHILD DEVELOPMENT

The Effects of Early Child-care on Child Development
Deidre J. Ikin
Student Number: 200097677
University of New England

Word Count: 1296

Abstract
The effects of early child care on child development are of interest to parents, educators, researchers and policy makers. Research shows that high quality care and type of care is linked to higher levels of language and cognitive development, and quantity of care associated with behavioural problems. The effects of centre-based care remain statistically significant up to school year six, suggesting longer term impact on social and emotional functioning. Cortisol, a biomarker of stress, can be used to measure the impact of quality of centre-based
Limitations of research design were that findings could not be generalised because of a non-nationally representative sample, and correlational research can make inferences but not establish causation, due to the presence of confounding factors and third variables (Belsky et al. 2007). The strengths of Sims et al. (2006) quasi-experimental study include the potential for cortisol to be used to measure the immediate impact of stress on children, whilst acknowledging that further research is needed to determine how high and for how long cortisol levels need to be maintained to contribute to risk of negative outcomes (Watamura et al. 2003 cited in Sims et al. 2006). Whilst findings of the Sims study are of interest, and high quality child care is good public policy, employing a thorough critique of research design contributes significantly to confidence in the validity of research findings.
Where to Belsky et al. (2007) suggest further study is important to identify the specific mechanisms that link centre-care experience with problem behavior, and the potential role played by age-mates and peer
Dettling et al. (2000 cited in Sims 2006) found where child care quality was high, children demonstrated either less sharp increases in cortisol levels, or actual decreases in cortisol levels, however these findings described higher quality home based care, with quality measured by the amount of attention and stimulation from the child care provider. Conversely, data from center-based child care replicated earlier findings where children exhibited an inverse of typical diurnal patterns, with a significant increase in cortisol among 3–4 year olds, decrease in 7–8 year olds and 5–6 year old patterns fell in between. Age related specificity of effects may warrant further research (Dettling et al. 2000 as cited in Sims 2006). The suggestion is that Sims et al. (2006) hypothesis was informed by Dettlings findings of home based care, and sought to contribute to further knowledge of childrens’ cortisol levels and quality of child care by studying cortisol levels in a centre based setting using a broader range of quality measures. Sims et al. (2006) has not indicated whether QIAS principles have been developed as a standard measure of quality, which potentially limits reliability and validity, as well as increasing the potential for confounding variables relating to comparisions of results of previous studies.