The Effect of Childcare and Early Education Arrangements on Developmental Outcomes of Young Children
This study investigates the relationship between childcare arrangements and developmental outcomes of young children using data from Cycle 1 of the Canadian National Longitudinal Survey of Children and Youth. Models of the determinants of Motor and Social Development (MSD) scores for children aged 047 months, and of the Peabody Picture Vocabulary Test assessment scores (PPVT) for children aged 45 years are estimated controlling for a variety of non-parental childcare and early education characteristics. The results suggest that infant-toddler non-parental care arrangements have insignificant or negligible impacts on developmental outcomes (MSD). For preschoolers, modes of care and early education do not, on aver- age, influence cognitive development (PPVT). The results of fixed effect estimates for a sample of siblings aged 047 months confirm the preceding conclusion. The analysis is repeated to identify the determinants of the probability that the child's MSD (PPVT) score is in the bottom part of the distribution of MSD (PPVT) scores and the conclusions are similar.
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Volume (Year): 28 (2002)
Issue (Month): 2 (June)
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