In 1991, the National Institute of Child Health and Human Development (NICHD) began a $200 million study to determine the immediate and long-term effects of early child care on cognitive and social-emotional development of children. The study sought to answer questions such as: How important is the quality of child care? How do the effects compare with the quality of at-home parenting? The most recent report was released in March 2007 and extends findings to the effect of child care experience on fifth and sixth grade conduct and school achievement.

Developmental scientists at 10 locations throughout the US studied 1,364 children and their families throughout infancy and childhood. Assessments of children’s language, social-emotional, physical health, and cognitive development were conducted, and were based on questionnaires, maternal interviews, and home, child care, and laboratory observations. As the children entered school, the research continued, using teacher reports and academic achievement.

The study found that the quality of child care is important. No matter the setting, higher quality care was associated with higher vocabulary score at the fifth grade level.

Parenting quality is far stronger an influence on cognitive and social-emotional development than is the influence of child care, regardless of the amount of time spent in child care.

Children of mothers who were more supportive, responsive, and sensitive had higher fifth grade scores on reading, math, and vocabulary. Teachers at the sixth grade levels rated these children higher on work habits and social skills, lower on classroom behavior problems.

Teachers at the sixth-grade level rated children with more experience in child care centers as being somewhat more disruptive. Behaviors like being argumentative or uncooperative were within the normal range, although slightly elevated, for children with center-based early experience. They were not elevated for children in other types of care.

The findings show that parents are the most important influence on their children’s development. However, attention to quality of childcare and to playground and classroom dynamics is important to ensure positive behavioral and language development.

The study reports that the average quality of child care in the United States is mediocre, needing much improvement. The study’s findings also suggest that greater attention to early social and emotional skills in preschool is important, as well as is teacher training focused on how to help children get along with others.

The study also found that the effects of early child care disruptive behavior at the sixth grade level were small.