Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills

• Autores: Sylvana Côté, Chantal Mongeau, Christa Japel, Qian Xu, Jean R. Séguin, Richard E. Tremblay
• Localización: Child development, ISSN 0009-3920, Vol. 84, Nº. 2, 2013, págs. 752-766
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21–.66), receptive vocabulary (ES = .41, CI = .14–.68), and school readiness (ES = .32, CI = .06–.58). The results suggest that a pattern of increasing quality of teacher–child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development.