How Much is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development
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.
|Date of creation:||Dec 2005|
|Publication status:||published as Loeb, Susanna, Margaret Bridges, Daphna Bassok, Bruce Fuller and Russell W. Rumbergerd. "How much is too much? The influence of preschool centers on children's social and cognitive development." Economics of Education Review 26, 1 (February 2007): 52-66.|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- James Heckman, 2011.
"Policies to foster human capital,"
Higher School of Economics, issue 3, pages 73-137.
- Heckman, James J., 2000. "Policies to foster human capital," Research in Economics, Elsevier, vol. 54(1), pages 3-56, March.
- James J. Heckman, 1999. "Policies to Foster Human Capital," NBER Working Papers 7288, National Bureau of Economic Research, Inc.
- James J. Heckman, 2000. "Policies to Foster Human Capital," JCPR Working Papers 154, Northwestern University/University of Chicago Joint Center for Poverty Research.
- James Heckman, 2000. "Policies to Foster Human Capital," Working Papers 0028, Harris School of Public Policy Studies, University of Chicago.
- Eliana Garces & Duncan Thomas & Janet Currie, 2002. "Longer-Term Effects of Head Start," American Economic Review, American Economic Association, vol. 92(4), pages 999-1012, September.
- Eliana Garces & Duncan Thomas & Janet Currie, 2000. "Longer Term Effects of Head Start," NBER Working Papers 8054, National Bureau of Economic Research, Inc.
- Garces, E. & Thomas, D. & Currie, J., 2000. "Longer Term Effects of Head Start," Papers 00-20, RAND - Labor and Population Program.
- Eliana Garces & Duncan Thomas & Janet Currie, 2000. "Longer Term Effects of Head Start," Working Papers 00-20, RAND Corporation.
- A. J. Reynolds & J. A. Temple, "undated". "Extended early childhood intervention and school achievement: Age 13 findings from the Chicago longitudinal study," Institute for Research on Poverty Discussion Papers 1095-96, University of Wisconsin Institute for Research on Poverty.
- Roland G. Fryer & Steven D. Levitt, 2004. "Understanding the Black-White Test Score Gap in the First Two Years of School," The Review of Economics and Statistics, MIT Press, vol. 86(2), pages 447-464, May.
- Roland G. Fryer, Jr. & Steven D. Levitt, 2002. "Understanding the Black-White Test Score Gap in the First Two Years of School," NBER Working Papers 8975, National Bureau of Economic Research, Inc.
- Magnuson, Katherine A. & Ruhm, Christopher & Waldfogel, Jane, 2007. "Does prekindergarten improve school preparation and performance?," Economics of Education Review, Elsevier, vol. 26(1), pages 33-51, February.
- Katherine A. Magnuson & Christopher J. Ruhm & Jane Waldfogel, 2004. "Does Prekindergarten Improve School Preparation and Performance?," NBER Working Papers 10452, National Bureau of Economic Research, Inc.
- James J. Heckman & Hidehiko Ichimura & Petra Todd, 1998. "Matching As An Econometric Evaluation Estimator," Review of Economic Studies, Oxford University Press, vol. 65(2), pages 261-294.
- Susanna Loeb & Bruce Fuller & Sharon Lynn Kagan & Bidemi Carrol & Judith Carroll, 2003. "Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability," NBER Working Papers 9954, National Bureau of Economic Research, Inc. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:11812. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.