Relating quality of center-based child care to early cognitive and language development longitudinally

How quality of center-based child care relates to early cognitive and langu age development was examined longitudinally from 6 to 36 months of age in a sample of 89 African American children. Both structural and process measur es of quality of child care were collected through observation of the infan t classroom. Results indicated that higher quality child care was related t o higher measures of cognitive development (Bayley Scales of Infant Develop ment), language development (Sequenced Inventory of Communication Developme nt), and communication skills (Communication and Symbolic Behavior Scales) across time, even after adjusting for selected child and family characteris tics. In addition, classrooms that met professional recommendations regardi ng child:adult ratios tended to have children with better language skills. Classrooms that met recommendations regarding teacher education tended to h ave girls with better cognitive and receptive language skills. These findin gs, in conjunction with the growing child-care literature, provide further evidence that researchers and policymakers should strive to improve the qua lity of child care to enhance early development of such vulnerable children .