The topic of this paper is the effects of childcare on the cognitive and psychosocial development of infants and toddlers. According to the U.S. Department of Labor, Bureau of Labor Statistics, 65 percent of mothers with children below the age of six are working. The Children's Defense Fund estimates that as many as six million infants and toddlers go to childcare centers. Thus, it is little wonder that over the last 15 years, many studies have been conducted to analyze the impact of childcare on the development of young children (Patten, 1999, p. 1). In this paper, the literature dealing with this topic over the last four years will be summarized and evaluated for their strengths and weaknesses.
In a study on the relationship between childcare and cognitive and language development, the National Institute of Child Health and Human Development (NICHD) (2000) assessed the experiences of children from birth to age three at ten sites, including childcare in a home setting and childcare facilities. Based on the information collected from the children's family and child care environments, NICHD found that the quality of childcare and the amount of language stimulation were the key factors that affected the children's cognitive and language development at ages 15, 24 and 35 months. In comparing the effects of childcare centers and childcare in home settings, the researchers found that children who went to childcare centers scored higher in the ratings on both cognitive and language measurements. These results indicated that the exposure of children to a richer environment with many language opportunities in childcare facilities is important in stimulating cognitive and language development. In addition, the study also illustrated the importance of providing sensitive and individualized care to the children with language stimulation (NICHD, 2000, pp. 1000-8).
Although this research study highlighted the aspects of childcare that e...