Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments

doi:10.1016/S0885-2006(99)80054-4

Early Childhood Research Quarterly

Volume 13, Issue 3, 1998, Pages 501-521

https://doi.org/10.1016/S0885-2006(99)80054-4 Get rights and content

Abstract

This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need.

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ArticlePredicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments

Abstract

Early Childhood Research Quarterly

Early Childhood Research Quarterly

Intelligence

Intelligence

Achievement in the first 2 years of school: patterns and processes

Monographs of the Society for Research in Child Development

Crossroads in American education

Toward a social-contextual approach to family literacy

Harvard Educational Review

Long-term effects of early childhood programs on cognitive and school outcomes

The Future of Children

Child-care history and kindergarten adjustment

Developmental Psychology

Effects of authoritative parental control on child behavior

Child Development

The average expectable environment is not good enough: a response to Scarr

Child Development

Infant day care: A cause for concern

Zero to Three

Significance tests and goodness of fit in the analysis of covariance structures

Psychological Bulletin

Effects of day care on the development of cognitive abilities in 8-year-olds: A longitudinal study

Developmental Psychology

Types of day-care and preschool intellectual development in disadvantaged children

Child Development

Families and literacy: The contributions of out of school experiences to children's acquisition of literacy

A final report to the National Institute of Education

Family life and school achievement: Why poor black children succeed or fail

Predicting child development from child care forms and features: The Chicago Study

A home is not a school: the effects of child care on children's development

Journal of Social Issues

Does day care affect development?

Journal of Reproductive and Infant Psychology

The earth is round (p < .05)

American Psychologist

Children in need: Investment strategies for the educationally disadvantaged

Mother or market? Effects of maternal employment on the intellectual ability of 4-year-old children

Demography

Peabody picture vocabulary test-revised (Form L)

Entry into schools: The beginning school transition and educational stratification in the United States

Annual Review in Sociology

Quality infant daycare and grade school behavior and performance

Child Development

Homework: Parent and student involvement and their effects on academic performance

Canadian Journal of School Psychology

The New York City Infant Day Care Study

The unique contribution of Home Literacy Environment to differences in early literacy skills

Early Child Development and Care

The effects of social class, class size and prekindergarten experience on early school adjustment

Early Child Development and Care

National child care survey, 1990

Relations between early child care and schooling

Developmental Psychology

Can age of entry into child care and the quality of child care predict adjustment in kindergarten?

Developmental Psychology

Article
Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments