The Effects of Early Child Care on Childhood Development
Eryn Barlow
Word count: 1,281
Abstract
Childcare has become a fundamental part of our society. Interest in the effect that centre care has on future outcomes for children is increasing, and long term studies on the effects undertaken. Belsky et al’s (2007) report on the long term effects of non relative child care found some correlation between quality child care and high levels of academic achievement and also between long hours of non relative care and behaviour problems. Sims, Guilfoyle and Parry’s (2006) study, which measured cortisol levels of children in centre care found that the higher the quality of the child care, the less likely children were to experience an increase in cortisol levels over the course of the day. Although exactly what levels of cortisol are damaging is not known, the presence of stress markers in lower quality care helps to highlight areas for improvement. Over all, both studies indicate that quality child care is important for promoting positive future outcomes for children.
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The Effects of Early Child Care on Childhood Development
In Belsky et al’s (2007) report on the long term effects of early child care, their research into child care effects on long term development in regards to quality, quantity and type of care shows that even after controlling for as many contributing factors as possible, including socioeconomic and ethnic differences as well as parenting quality and the nature of the home environment (Belsky et al. 2007) it is very difficult to positively determine the long term effects that early child care may have (Belsky et al.). However, it is possible to see some correlation between individual child outcomes in areas of cognitive development such as language, memory and mathematics and the delivery of quality childcare (Belsky et al.). There is also some correlation between social and interpersonal development and longer hours spent in non-relative care and centre based care systems in particular (Belsky et al.).
There is extreme difficulty involved in studying the effects of child care on children as they grow and are entangled in greater webs of experience. The Belsky et al study (2007) found some evidence to suggest that children who were exposed to centre based care were more likely to have high scores on maths and literacy tests when they enter the school system, but the correlation became less significant as the children became older, becoming practically non existent by the 5th-grade (Belsky et al.). They also found some evidence to suggest that children who experienced long hours of care were more likely to have behavioural problems (Belsky et al.), particularly in the transition from care into the schooling system. Due to the individual nature of childcare and experiences of each child, it is not possible to draw inferences about its generalisation to all children in centre based care. Belsky et al. (2007) found that overall, parenting quality was a far more reliable predictor of child outcomes than was a child’s involvement in non-relative care (Belsky et al), but ignoring the findings of this study would be unwise. The individual nature of a child’s experience means that being aware of any potential impact of childcare is both useful and important for catering to each child’s needs.
For those children in centre based care, the separation from the comfort and familiarity of parents into a sometimes alien and overwhelming environment can be very stressful. Research into the potential long term impacts of cortisol; a hormone secreted by the adrenal glands in times of stress, on health and personal wellbeing have led to interest in this area regarding children (Sims, Guilfoyle, and Parry, 2006). Sims et al’s (2006) study found correlation between child care quality and the levels of cortisol present over the course of the day in children attending centre based care for three or more days a week, where those attending high quality care showed a decrease in cortisol levels (or sometimes a less rapid increase) and those in lower quality care showed an increase in cortisol (Sims et al.). In particular, they found that those children, who demonstrated elevated cortisol levels over the course of the day, were attending care in which close bonds did not develop between carers and children particularly as a result of a more pronounced absence of respect for the children (Sims et al.) and also centres which did not have clear and well planned direction and delivery for their programmes (Sims et al.).
The use of cortisol as an indicator of the immediate impacts of the environment on the children is useful in two ways. Firstly, it allows a direct comparison between the child’s biological responses and their environment. It is clear from their study (Sims et al. 2006) that the quality of child care delivery does make a measurable difference in the child’s biological functioning, and it gives us an indicator of what areas need improvement by correlation (Sims et al.). Secondly, it gives a point from which predictions of future outcomes for children can potentially be made, following further research (Sims et al.). It is already known that high levels of cortisol can play a role in the formation of memory problems (Abercrombie et al. 2003; Takahashi et al. 2004; as cited in Sims et al. 2006), health problems (Adam 2003; Padgett and Glaser 2003; Kunz-Ebrecht et al. 2004; as cited in Sims et al.), Socio-emotional problems (Adam; Lueken and Lemery 2004; Young and Breslau 2004; Nicholson 2004; as cited in Sims et al.), behaviour problems (Adam; as cited in Sims et al.) and stress (Kristenson et al. 2004; as cited in Sims et al.), so these are the potential future issues for children experiencing elevated levels of cortisol, and further research may yet help determine the level at which cortisol actually causes damage (Sims et al.).
The effects of child care are potentially far reaching, yet difficult to discern. Living and growing within a western society means that our children are exposed daily to a range of experiences which will affect the people they become as adults. There is the possibility that children who spend time in child care centres may develop stronger literacy and numeracy skills, provided their care is of a high quality (Belsky et al. 2007). If it is not, or if they spend too much time in a centre based care environment, there is the chance of a development of behaviour problems (Belsky et al.). Belsky et al (2007) were very careful to point out in their study, that because of the vast number of influences on children as the move through school, it is almost impossible to isolate the effects of child care beyond a certain point, and Sims et al (2006) agrees that only inferences can be made about the future of any given child. However, both the Belsky et al (2007) study and the Sims et al (2006) study reinforce the need for quality child care in order to affect positive outcomes and to offset the negative outcomes.
Reference List
, , , , , , et al. (2007). Are there long-term effects of early child care? Child Development, 78, 681–701.
, , & (2006). Children’s cortisol levels and quality of child care provision. Child: Care, Health and Development, 32, 453–466
