What's better for children's
development, home or centre care?
Does it matter to children’s development where child care
takes place, how early non-parental care starts, and how many
different arrangements of child care that children
experience? These questions were asked in the 66 reports by
examining the relationship of children’s development to the
following child care factors: type of care, age of entry,
time spent in care, stability of care.
Type of Care
There are many ways that parents provide for the care of their
children during work-times. The setting for child care is a
home or a centre. The home may be the child’s own home, a
relative’s (grandparent, aunt, etc.) home, or the home of an
unrelated person. The individual caring for the child in the
child’s own home may be the parent, a relative, or an
unrelated person such as a babysitter. Home care can include
the simultaneous care of many children from many families.
Home care is sometimes referred to as family day care,
even though the family may not be the child’s own family.
Like home care, centre care may be for profit or
not-for-profit. Centre care can be fully publicly funded,
subsidized in part, or paid for fully by the child’s family.
Some Canadian provinces subsidize child care that takes place
in homes. Centres and homes vary in the degree to which their
conditions and practices are regulated by jurisdictions.
Only 9 of the 66 reports tackled this complex question of
whether the type of care (home setting versus centre
setting) was
related to children’s cognitive, language, and behavioural
development. Not only was the number of reports small,
comparisons differed. Six reports studied the impact on
children’s development of child care in a parental or a
non-parental
home setting with the child care in a centre, two
reports compared care in a non-parental home setting with care in a
centre setting, and one report compared care of 1 or 2
individually with the care of children in groups of 3 or more.
Comparisons of Child Care Settings |
|
Parental, Home, Centre |
Home, Centre |
Other |
# of Reports |
6 |
2 |
1 |
Results of the 9 reports showed differences in relationships to
children’s cognitive, language, or behavioural development. In
no report was parental care ever associated with better
development over non-parental home or centre care. Differences
in the impact on children’s development of non-parental home
care (designated as home in this and many other
documents) versus centre care were also assessed. Research
comparisons of home and centre are based on the
notion that being in a home setting rather than a school-like
setting may be more favourable for young children. Data were
analysed by lumping together all forms of non-parental home
care, whether it was by grandparents, friends, or other
unrelated adults. It is of great importance to compare the
impact on children’s development of home (anyone’s home) versus
centre care because parents more often choose home care over
centre care for their children.
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Across the 9 research reports there were 36 individual
evaluations of how the type of child care setting
influenced the results of tests of children’s
development.
Positive (+) results indicate benefits to children’s
test scores of one type of care over another. Negative
(-) results indicate detriments to children’s test
scores of one type of care over another. Null (0)
results mean that type of care did not matter to test
scores. However,
the graph
does not show what type mattered more.
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We clarify these results as follows: Of the
13 measures
of cognitive development, 7 showed positive
relationships to type of care and 6 of the 7 favoured
centre care.
Of the 8 measures of language development, 5.2 showed positive
relationships to type of care and 4.8 of the 5.2 favoured
centre care. Fractional results occur because the tests had
subscales and results varied (+, 0, -) within the set of
subscales. Most assessments (12 of 15) of social behaviour
showed no advantage one way or the other with type of child
care.
We considered the overall conclusions in each report of the
benefits of care in home settings versus centre settings.
Centre Care won out over home care in five of the seven
reports.
Associated with Better
Development |
# of Reports |
Centre |
3 |
Home |
1 |
Mixed
Results |
1 |
2 reports =
no differences between home and centre |
Highlights of a report on
type of child care:
Across the 9 reports, the impacts of 35 different child and
family characteristics and quality of child care that could
have masqueraded as effects of child care setting, were
eliminated. The elimination
of such confounding variables adds a great deal of credibility
to the conclusions: the individual tests of children’s
cognitive and language development showed better results for
children in centre care.
Other considerations: Age of Entry, Time Spent, Stability of
Care
Type of Care is the “to be or not to be” choice of parents.
Once made, other factors must be weighed. How early is too
early (age of entry)? Does amount of time in care (hours,
months, years) matter? Does it matter to children’s
development if they often change settings or caregivers (stability
of care)? More research has been dedicated to questions of age
of entry and time spent in care than to the primary question
of home versus centre care. In reports of the effects of time
of entry, time spent in care, and stability of care, the
researchers either studied children in centres only or they
combined the results across all non-parental settings of homes
or centres.
Factor |
# of Articles |
Type of
Care |
9 |
Age of
Entry |
17 |
Time in
Care |
23 |
Stability
of Care |
3 |
Age of
Entry
|
Across the 17 research reports, there were 73 individual
tests of the relationship of age at which children
entered non-parental care settings and their development.
Four of the reports were from Sweden, one each was from
Canada and Bermuda, and the remainder were from the US. In
the graph, the positive (+) results can be interpreted as
meaning that the earlier the age of entry into
non-parental child care the better the children’s
development. Negative results mean that the later the
child’s entry into non-parental care the better the
children’s development. Entry into centre care was as
early as three months of age in one US report.
|
# of
Reports |
Associated with Better
Development |
Cognition |
Language |
Behaviour |
Earlier
Entry |
7 |
4 |
3 |
Later
Entry |
1 |
0 |
2 |
Mixed
Results |
0 |
1 |
5 |
No
Relationship at all |
3 |
0 |
3 |
Total # of Reports = 17 |
Whether measured by number of evaluations (the bar graph above)
or number of reports (the table above) there is more evidence
that early entry into child care has positive rather than
negative relationships to children’s development. The few
instances of negative relationships were derived from data
collected in the US.
Time
Spent in Care
|
In addition to whether or not children experienced
non-parental care in child care centres at all, and the
age at which children first experienced centre care,
researchers have considered the possibility that the
amount of time in centre care has an impact on
children’s development. Time in care was considered only
in terms of how many months of life in centre care the
child experiences before school entry. (Full-day versus
half-day in non-parental care is a separate but equally
important way of considering degree of child care
experience; see Robin, Frede, and Barnett, 2006.)
Overall there were 105 tests of the amount of time spent
in non-parental child care and children’s
development. |
Amount of time spent in centre care seems to have little
influence on children’s cognitive and behavioural development.
However, increased time spent in centre care has noticeably
positive influences on language development and never a
negative influence.
Of the 10 studies that measured the impact of centre care on
language development, 7 obtained unanimously positive effects
meaning that the more time children spent in centre care, the
higher their language scores. These results mirror the
preponderance of research findings from the field of early
language development: quantity of language experienced is
positively related to language learning. One might assume that
children generally hear and experience more language each day
in a child care centre surrounded by teachers, assistants,
volunteers, and other children.
# of
Reports |
Associate with Better
Development |
Cognition |
Language |
Behaviour |
More time
in centre care |
5 |
7 |
5 |
Less time
in centre care |
2 |
0 |
3 |
Mixed
results |
0 |
0 |
3 |
No
relationship at all |
7 |
3 |
4 |
Total # of Reports =
23 |
Highlights of a report on age of
entry into non-parental child care:
Stability of Child Care
|
Only 3 of the 66 reports contained information about the
relationship of development to a number of different child care
arrangements the children experienced. No study
measured the impact on language development. One study
measured the impact on cognitive development and found
that on one measure of school achievement children who
had fewer child care arrangements (more stability)
during preschool scored more favourably (+), and on a
second measure (school skills) there was no impact of
stability of care. All three reports examined the impact
of stability of care on behavioural development; most
results reflected no impact. |
Overall, the reports found in our sample of 66 reports are too
few in number to draw conclusions about possible negative or
positive effects of number of child care arrangements on
children’s development.
Summary
The advantage of centre care was tested directly and was
related to better cognitive and language
development. The positive outcomes of centre care are
bolstered by data that seem to indicate that more time spent
in centre care and earlier entry into centre care may be
positively related to children’s development. The centre care
is associated with better early language development. Results
were obtained after statistically removing possible influences
of the overall quality of child care so that the effects of
type of care could be viewed independently of its quality.
Go to
Scorecards for the
results of each report or continue on to
What factors of child care matter to
children's development?
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