Child care in the United States today

This article describes the consumers and providers of child care in the United States. It uses data from nationally representative surveys and research studies conducted from the late 1960s through 1995 to examine the child care arrangements parents select for their young children, comparing today's arrangements with those made by parents decades ago. It then discusses the availability of child care, examining both the number of child care spaces available and whether quality programs are available to suit the needs and resources of parents. The article concludes with speculation about how proposed new policies and continuing trends may lead to future changes in child care.     

Child care research: A case for Canadian national standards.

Research on child care is reviewed with respect to the effects of (1) licensing/regulation and (2) teacher education on the provision of high quality care for young children and developmental outcomes. A model is proposed indicating direct and indirect links between licensing and regulation, teacher education, the quality of child care, and child development outcomes. Discussion focuses on critical differences in American and Canadian demographics and attitudes toward social assistance and how this influences interpretation of research findings. Using the Canadian context as a framework, recommendations are made for national standards regarding (1) licensing and regulation of child care and (2) teacher education. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The child care crisis in America.

Argues that for almost 2 decades the American government has recognized the lack of affordable, good quality child care in the US as a serious and pressing problem. Despite this, the US has made very little progress in terms of instituting major reforms in regard to child care. The authors discuss how and why the child care problem in the US has turned to crisis proportions. In addition, they highlight the developmental concerns that surround the issue of child care, and the different child care options currently available for American families to choose from. Finally, they propose a possible solution to this problem; a solution that could carry the US into the 21st century. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a national family policy.

Outlines significant components of a national family policy (NFP) agenda and the ways in which they have been or will need to be addressed legislatively. The focus is on improved child care and child support. Other family-related policies include pay equity, flexible work scheduling, social security reform, tax credits for homemakers and displaced homemakers, eldercare, and long-term care. An NFP must address fairer treatment in the tax code, family and medical leave, affordable child care, minimum health care coverage, retirement security, and a right to decide whether, when, and how to have a family. Changes in US demographics, family life, and economy call for an NFP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When children cannot remain home: foster family care and kinship care

Despite the best efforts of child welfare agencies, community agencies, and individuals, some children are not safe in their homes and must be placed in substitute care settings by child welfare authorities. Increasingly, as this article points out, child welfare agencies are placing children in the homes of their relatives rather than in traditional foster family homes (31% of all children in out-of-home care in the early 1990s were living with kin). This article discusses how such factors as the availability of foster homes, the demand for foster care, attitudes toward the extended families of troubled parents, and policies regarding payment for the costs of care have contributed to the rapid growth in kinship foster care. It discusses differences in the personal characteristics of kin and traditional foster parents and in the supports provided to the caregivers by child welfare agencies. Research findings suggest that kinship homes can promote the child welfare goals of protecting children and supporting families, but they are less likely to facilitate the prompt achievement of legal permanence for children. To forge a coherent policy toward kinship caregivers, officials must balance the natural strengths of informal, private exchanges among family members with the power of government agencies to provide both resources and oversight.     

Differential susceptibility to parenting and quality child care.

Research on differential susceptibility to rearing suggests that infants with difficult temperaments are disproportionately affected by parenting and child care quality, but a major U.S. child care study raises questions as to whether quality of care influences social adjustment. One thousand three hundred sixty-four American children from reasonably diverse backgrounds were followed from 1 month to 11 years with repeated observational assessments of parenting and child care quality, as well as teacher report and standardized assessments of children’s cognitive-academic and social functioning, to determine whether those with histories of difficult temperament proved more susceptible to early rearing effects at ages 10 and 11. Evidence for such differential susceptibility emerges in the case of both parenting and child care quality and with respect to both cognitive-academic and social functioning. Differential susceptibility to parenting and child care quality extends to late middle childhood. J. Belsky, D. L. Vandell, et al.’s (2007) failure to consider such temperament-moderated rearing effects in their evaluation of long-term child care effects misestimates effects of child care quality on social adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-care quality and children's social development.

This study examined the influence on children's social development of variation in the quality of their child-care environments. The sample consisted of 166 children attending representative child-care centers that varied widely in quality. Possible relations associated with age, child-care experience, and family background were controlled using hierarchical multiple regression. Both global estimates of child-care quality and specific program features, such as director experience, ratios, and verbal interactions, were obtained from observational measures and staff questionnaires. Measures of social development were derived from parent and caregiver ratings of the children. Of greatest importance is the finding that overall quality, caregiver–child verbal interactions, and director experience were each highly predictive of the children's social development in child care. Family background measures were also significantly predictive of several of the social outcomes, whereas child-care experience showed few significant effects. The implications for social policies and future research in child care are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations between early child care and schooling.

The purpose of this article is to examine relations between aspects of early child care (age entered, full- or part-time structure, and number of child-care arrangements and their quality) and school adjustment. The early child-care experiences of 87 children who entered a laboratory elementary school at 3 years, 9 months of age were documented, and their first-grade adjustment was assessed 3 years after school entrance. Although single-parent families and families in which the mother was employed used more child care and enrolled their children at earlier ages, maternal education was more closely associated with children's school adjustment than was maternal employment or marital status. After family characteristics were accounted for, academic progress, school skills, and few behavioral problems were predicted by high-quality, stable child care. The structure of the early child care (full- or part-time) was not associated with school adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determinants of social competence in Swedish preschoolers.

One hundred forty firstborn Swedish children, averaging 16 months of age initially, participated in the study. All were on the waiting lists for child-care centers. Parents were interviewed about demographic variables, social support, and child temperament, the quality of home care was assessed, and children were observed interacting at home with familiar peers. Fifty-three children were then admitted to center day care, 33 were offered places in family day-care facilities, and 54 remained at home with their parents. Shortly after enrollment and again 1 year later, the quality of alternative care was assessed. In follow-up assessments 1 year after the initial interviews and observations, peer social skills, sociability with strange adults, and child personality (as rated by parents and care providers) were assessed. Type and quality of nonfamilial child care had no significant effect on these aspects of child development. The major determinants of personality maturity were background variables: High family socioeconomic status, high quality of home care, and easy temperament facilitated personality maturity. Availability of support from maternal grandparents had a smaller but significant effect. Prior social skills and age were the best predictors of peer social skills evidenced on the posttest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American child care today.

Child care has 2 purposes: mothers' employment and children's development. These are conflicting goals, because the first focuses on the quantity and affordability of child care whereas the second favors expensive quality services. Affordable child care fosters maternal employment and gender equality. With welfare reform demanding more child-care places to move mothers from welfare to work, the pressure for larger quantities of child care is great. Demanding regulations raise the quality of care and give more assurance of children's well-being, but they also increase the cost. More expensive regulations price more working parents out of licensed care and force them to use unregulated home care. Widely varying qualities of child care have been shown to have only small effects on children's current development and no demonstrated long-term impact, except on disadvantaged children, whose homes put them at developmental risk. Parents have far greater impact on their children's development through both the genes and environments they provide. Thus, greater quantities of affordable, regulated child care may be possible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children and youth services: A vanishing species.

Explores the role of psychology in the development of public policy and programs for children and youth services in the US. An examination of the proposed funding cuts and implications of the Reagan policies on these programs for fiscal year 1983 is made, using Public Law 94-142, Head Start, child mental health, clinical training, prevention, adoption assistance, runaway children, and the White House Conference on Children and Youth as examples. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crisis in training pediatric psychologists.

Examines the shortage in the US of personnel who are trained in child mental health care that results in underservice to children, youth, and families. Doctoral programs offering specialty training are in short supply, as are pediatric psychology training programs. In addition, many clinical psychology programs are ill-equipped to offer curriculae for the development of skills and knowledge bases required by child psychologists. It is concluded that a training conference is needed to communicate the issues involved in this mental health provider crisis if children are to have access to psychological services. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers and fathers of young developmentally disabled and nondisabled boys: Adaptation and spousal support.

Assessed the extent to which the presence of a young developmentally disabled or nondisabled male child affected adaptation and family roles for both parents. Developmental child assessments, in-home ratings of parenting, and maternal and paternal self-assessments and interviews were included. Marital adjustment, disruptions in family life, and observed parenting of the child (but not depression) varied with disability status of child. Mothers in both groups reported more depressive symptoms and family disruptions than fathers. Fathers of disabled children assumed less responsibility than comparison fathers for child care, even in mother-employed families. Decreased father involvement in child care was specific to the disabled child, not to siblings, and was related to severity of the child's atypical behaviors. Expressive support from one's spouse was the best predictor of quality of parenting for both mothers and fathers of disabled and nondisabled sons. Disharmony between current and "appropriate" spousal support was a significant negative predictor of perceived and observed parental adaptation. The concept of harmonic responsiveness was proposed to explain how proffered support must be tuned to the perceived needs and expectations of one's spouse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A room of their own: A proposal to renovate the Children's Bureau.

Discusses the need to reorganize the Children's Bureau in relation to the necessity of developing coordinated policies to address such problems as child abuse and neglect, unavailable and inadequate childcare, and the health risks of poor children. It is recommended that the Children's Bureau (1) become the central data base on children and families in the US, (2) promote research and demonstration projects, (3) serve as an interagency and interdepartmental coordinator of child and family programs in the federal government, and (4) disseminate information to other government agencies and the general public. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Illness and injury in family day care: a seasonal survey

Many mothers with children under age 6 are employed and it is not usually feasible for a parent to stay home with a child who is mildly ill. Such ill children likely remain in child day care programs. The extent to which this occurs and the management of these children in family day care was studied. Over the course of a year, 1 to 3 visits were made to 714 family day care homes in order to survey providers. With enrollments ranging between 0 and 18 children per day care home at the time of each visit, information on 3,630 "child enrollment days" was collected. The median age of children in care was 2 years. An average of 16% of all children were ill on any one day (with seasonal variation); 1% were injured. Of ill children, 82% attended day care that day, 49% had contacted a physician about that illness, and 28% were administered a medication at the day care setting. Twenty-one percent of children receiving medication in day care had no contact with a physician for that illness. These data show that mild childhood illnesses are routinely managed by child day care providers. Physicians who traditionally limit their illness-management education to parents need to recognize the health education and consultation needs of day care providers.     

Creating trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice.

Children and adolescents who are exposed to traumatic events are helped by numerous child-serving agencies, including health, mental health, education, child welfare, first responder, and criminal justice systems to assist them in their recovery. Service providers need to incorporate a trauma-informed perspective in their practices to enhance the quality of care for these children. This includes making sure that children and adolescents are screened for trauma exposure; that service providers use evidence-informed practices; that resources on trauma are available to providers, survivors, and their families; and that there is a continuity of care across service systems. This article reviews how traumatic stress impacts children and adolescents' daily functioning and how various service systems approach trauma services differently. It also provides recommendations for how to make each of these service systems more trauma informed and an appendix detailing resources in the National Child Traumatic Stress Network that have been produced to meet this objective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child Well-Being in an Era of Welfare Reform: The Sensitivity of Transitions in Development to Policy Change.

This study examined the age-specific pattern of effects of welfare policies on child achievement. Drawing from 7 random-assignment welfare and antipoverty evaluations that provided more than 30,000 observations of children's achievement, this study found that times of developmental transition are the only periods sensitive to the changes in families brought about by these policies. More specifically, small positive effects of welfare and antipoverty policies were found for children making the transition into middle childhood, and small negative effects of these same policies were found for children making the transition out of middle childhood and into early adolescence. Effects were robust across various program groupings and could not be attributed to family characteristics that differ for children of different ages. This research informs the understanding of how changes in employment and income for low-income parents affect development across childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child care and mother–child interaction in the first three years of life.

Relations between nonmaternal child care and ratings of maternal sensitivity and child positive engagement during mother–child interaction at 6, 15, 24, and 36 months were examined for 1,274 mothers and their children participating in the National Institute of Child Health and Human Development(NICHD) Study of Early Child Care. In longitudinal analyses that controlled for selection, child, and family predictors, child care was a small but significant predictor of maternal sensitivity and child engagement. For the whole sample, including families who did and did not use child care, more hours of child care predicted less maternal sensitivity and less positive child engagement. For children who were observed in child care, higher quality child care predicted greater maternal sensitivity, and more child-care hours predicted less child engagement. The effects of child care on mother–child interaction were much smaller in the analytical models than the effects of maternal education but were similar in size to the effects of maternal depression and child difficult temperament. Patterns of association with child care did not differ significantly across ages of assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Admitting paediatric trauma patients to rehabilitation following acute care: decision making practices in the USA and Australia

Paediatric patient access to rehabilitation services following trauma has significant long-term implications for clients, their families and the community. The aim of this research was to examine and compare the process by which patients are discharged from acute care and enter rehabilitation in the USA and Australia. The subjects were 31 American and 29 Australian discharge and rehabilitation admission coordinators. Subjects were surveyed about how they currently make trauma to rehabilitation referrals for children. Clinicians in both countries considered the severity of a child's injury and their social situation the most important factors when determining placement for a child. However, there were differences between Australian and US respondents in terms of how important they considered the factor 'medical coverage'. In addition, it was found that clinicians are not consistently using both standardized assessments and formal guidelines to assist them to determine which children should receive rehabilitation following acute care. Benefits of this research include a greater understanding of clinician discharge and admission decision making, and the equity of such decisions. However, further research is required on the influence of payment systems on access to paediatric rehabilitation.     

Work, parenting, and the socialization of children.

Examined how adults' investments in work and parenting impinge on socialization practices and perceptions of children's behavior. One hundred ninety-four employed mothers and 104 employed fathers, each with an employed spouse and a 3- to 4-year-old child, completed questionnaires about work and parenting, socialization practices, and perceptions of their children's behavior. Among the findings of particular interest: (a) Parental investment was a stronger predictor of fathers' and mothers' demands for mature behavior than was work investment; (b) women with high commitments to both work and parenting were more likely than others to engage in authoritative parenting; (c) parenting styles were related to mothers' ratings of their children's behavior; and (d) differences in involvement in parenting were associated with differences in how favorably fathers and mothers described their children. Taken together, the results suggest that men's and women's degree of investment in parenting is more consequential for their socialization practices and views of their children than is their degree of investment in work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)