Why did we do this study?
- In Canada, a large portion of children birth to age six attend some form of early childhood education and care (ECEC) setting. Accessing high-quality preschool ECEC settings is associated with improved child outcomes, such as better language skills and behavioral outcomes (e.g., emotional regulation).
- The infant period is a critical time when a child’s brain, body, and emotions grow rapidly, setting the foundation for future learning, relationships, and health.
- This study investigated the association between the quality of infant care and child outcomes
What did we do?
- We used data from 201 families with infants (i.e., between 12-24 months of age):
- We collected information from families, over the phone, about their households (e.g., income, education levels, and primary language spoken at home)
- We collected information from families again about their children’s language and social and emotional development at the beginning of infant care (i.e., between 12-24 months of age) and after infant care (i.e., 30–40 months old).
- Children’s social development was measured using the Strengths and Difficulties Questionnaire (SDQ).
- Children’s language ability was measured using the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-IV) and the MacArthur-Bates Communicative Development Inventory (CDI) – III.
- We also used information the Assessment for Quality Improvement (AQI) to measure quality of infant care.
What did we find?
- Attending higher quality infant care was associated with better receptive vocabulary and communicative skills for children.
- Infant care quality was not associated with children’s social development.
What does this mean?
- Higher-quality infant care predicts better language outcomes in this low-income sample. Language is a key skill for children because it is associated with a host of other outcomes such as social skills over time.
- These findings highlight the importance of high-quality child care centers in supporting children’s development.