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Title: Effects of Parental Resources and Child Care Arrangements on Preschoolers' Cognitive Skills
Resulting in 1 citation.
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Studer, Marlena M. |
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Effects of Parental Resources and Child Care Arrangements on Preschoolers' Cognitive Skills Ph.D. Dissertation, University of Michigan, 1989 Cohort(s): Children of the NLSY79, NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Child Care; Child Development; Children; Family Income; General Assessment; Maternal Employment; Peabody Picture Vocabulary Test (PPVT); Racial Differences; Tests and Testing This study investigates the role of parental resources, maternal work patterns, and the type and quality of child care arrangements in accounting for variation in preschoolers' cognitive abilities. A subset of children from the 1986 Maternal-Child Supplement to the NLSY are used for this research specifically including those three- to four-year-old children whose mothers were married and reported to use non-parental child care arrangements (n = 274). The Peabody Picture Vocabulary Test-Revised served as the indicator of receptive language skills. After holding parental resources and maternal work patterns constant, family home care was found to be related to more favorable cognitive outcomes while in-home care was associated with less favorable cognitive outcomes as compared to center care. Of the parental resources and patterns of maternal work examined, present and past family income and 1 to 39 hours of maternal work (as compared to no work or 40 to 60 hours/week), were posi tively associated with preschoolers' language skills, above and beyond the other variables in the model. Continuity of type of care since the age of two was also associated with more favorable cognitive outcomes for all but those in center care. Minority status was negatively associated with cognitive skills, and no interaction was found between type of care and race. Among children in center care, cognitive skills did not vary by quality even after holding parental resources and maternal work constant. Though a small number of cases limits the generalization of these findings, there was a suggestion of differences by family income groups in the relationship between quality and cognitive skills. Children from families earning less than $18,000 annually have cognitive outcomes which are positively associated with quality of care, as compared to non-linear patterns of association among those in higher income groups. |
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Bibliography Citation
Studer, Marlena M. Effects of Parental Resources and Child Care Arrangements on Preschoolers' Cognitive Skills. Ph.D. Dissertation, University of Michigan, 1989. |