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Early Childcare and Child Development

Published online by Cambridge University Press:  01 April 2009

KIRSTINE HANSEN  and
DENISE HAWKES
KIRSTINE HANSEN*
Affiliation:
Centre for Longitudinal Studies, Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL
DENISE HAWKES
Affiliation:
Centre for Longitudinal Studies, Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL
*
*Correspondence to: email k.hansen@ioe.ac.uk
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Abstract

Nowadays many more young children experience non-maternal childcare than in the past. From a theoretical perspective, the effect this may have on their cognitive and behavioural development is unclear. This paper uses data from the UK for a sample of children in the Millennium Cohort Study, whose mothers were working when they were nine months old, to test how different forms of childcare at an early age play a role in the production of cognitive skills and the behavioural development of young children (measured at age three). The results show that formal group care is positively associated with school readiness test scores. But, unlike previous research, we find no association between formal group care and problem behaviour. Grandparent care, which has received negative attention in the past, is shown to be positively associated with vocabulary test scores, but also positively related to problem behavioural scores.

Type
Article
Information
Journal of Social Policy , Volume 38 , Issue 2 , April 2009 , pp. 211 - 239
Copyright
Copyright © Cambridge University Press 2009

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