Intervention Review

Day care for pre-school children

  1. Bozhena Zoritch1,*,
  2. Ian Roberts2,
  3. Ann Oakley3

Editorial Group: Cochrane Developmental, Psychosocial and Learning Problems Group

Published Online: 24 JUL 2000

Assessed as up-to-date: 30 MAY 2000

DOI: 10.1002/14651858.CD000564

How to Cite

Zoritch B, Roberts I, Oakley A. Day care for pre-school children. Cochrane Database of Systematic Reviews 2000, Issue 3. Art. No.: CD000564. DOI: 10.1002/14651858.CD000564.

Author Information

  1. 1

    St Peter's Hospital, Children's Unit, Chertsey, Surrey, UK

  2. 2

    London School of Hygiene & Tropical Medicine, Cochrane Injuries Group, London, UK

  3. 3

    University of London , Social Science Research Unit, Institute of Education, London, UK

*Bozhena Zoritch, Children's Unit, St Peter's Hospital, Guildford Rd, Chertsey, Surrey, KT16 0PZ, UK. Bozhena.Zoritch@asph.nhs.uk.

Publication History

  1. Publication Status: Edited (no change to conclusions)
  2. Published Online: 24 JUL 2000

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Abstract

  1. Top of page
  2. Abstract
  3. Plain language summary
  4. 摘要

Background

The debate about how, where and by whom young children should be looked after is one which has occupied much social policy and media attention in recent years. Mothers undertake most of the care of young children. Internationally, out-of-home day-care provision ranges widely. These different levels of provision are not simply a response to different levels of demand for day-care, but reflect cultural and economic interests concerning the welfare of children, the need to promote mothers' participation in paid work, and the importance of socialising children into society's values. At a time when a decline in family values is held responsible for a range of social problems, the day-care debate has a special prominence.

Objectives

To quantify the effects of out-of-home day-care for preschool children on educational, health and welfare outcomes for children and their families.

Search methods

Randomised controlled trials of day-care for pre-school children were identified using electronic databases, hand searches of relevant literature, and contact with authors.

Selection criteria

Studies were included in the review if the intervention involved the provision of non-parental day care for children under 5 years of age, and the evaluation design was that of a randomised or quasi-randomised controlled trial.

Data collection and analysis

A total of eight trials were identified after examining 920 abstracts and 19 books. The trials were assessed for methodological quality.

Main results

Day-care increases children's IQ, and has beneficial effects on behavioural development and school achievement. Long-term follow up demonstrates increased employment, lower teenage pregnancy rates, higher socio-economic status and decreased criminal behaviour. There are positive effects on mothers' education, employment and interaction with children. Effects on fathers have not been examined. Few studies look at a range of outcomes spanning the health, education and welfare domains. Most of the trials combined non-parental day-care with some element of parent training or education (mostly targeted at mothers); they did not disentangle the possible effects of these two interventions. The trials had other significant methodological weaknesses, pointing to the importance of improving on study design in this field. All the trials were carried out in the USA.

Authors' conclusions

Day care has beneficial effect on children's development, school success and adult life patterns. To date, all randomised trials have been conducted among disadvantaged populations in the USA. The extent to which the results are generaliseable to other cultures and socioeconomic groups has yet to be evaluated.

 

Plain language summary

  1. Top of page
  2. Abstract
  3. Plain language summary
  4. 摘要

Day care for pre-school children

Day care has beneficial effect on children's development, school success and adult life patterns. However, to date, all randomised trials have been conducted among disadvantaged populations in the USA. The extent to which the results are generaliseable to other cultures and socioeconomic groups has not yet been established.

 

摘要

  1. Top of page
  2. Abstract
  3. Plain language summary
  4. 摘要

背景

對於學齡前兒童的日間照護

對於年幼孩子應該於何時、何地及被何者照顧的爭論在近年來得到許多社會政策及媒體的關注。母親承擔了年幼孩子大部份的照顧。在國際上來說,離家的日間留院供給方式範圍很廣。這不同層次的供給不只是簡單地反映出對日間照護不同層次的需求,更反映了對於孩子福祉的文化與經濟的考量、對於促進母親參與支薪工作的需要,以及讓孩子社會化而進入社會價值的重要性。在家庭價值減低而造成了許多社會問題的現代,日間照護的爭論有其獨特的重要性。

目標

我們量化了對於學齡前孩童離家的日間照護的效果,包括了對孩童與他們的家庭的教育、健康及福利結果。

搜尋策略

我我們從電子資料庫、人工搜尋相關文獻的研究及和作者聯絡當中,選擇出對於學齡前孩童的日間照護研究的隨機對照試驗

選擇標準

研究包括了對於小於5歲的孩童的非父母式的日間照護之供給的介入,而設計的評估是以隨機或是半隨機的對照試驗。

資料收集與分析

在檢驗920摘要與19本書後,共有8個試驗被選出。這此試驗都經過了方法學上的品質檢驗。

主要結論

日間照護增加了孩童的智力,並對行為發展與學業表現有好的影響。長期追蹤證實增加了就業能力、較低的青少年懷孕比例、較高的社會經濟地位與較少的犯罪行為。對於母親的教育、就業與和孩童的互動上也有正向的影響。對於父親的影響尚未被研究。較少的研究注意到關於測量健康、教育及福利的面向的結果。大部份的試驗以著某些父母訓練或教育的元素,結合了非父母式的日間照護 (大部份的目標是在母親) ,他們沒有分開這兩種治療介入的可能效果。這些試驗仍有其他顯著方法學上的弱點,顯示在這個領域上增進研究設計的重要性。所有的試驗都是在美國完成的。

作者結論

日間照護對於兒童的發展、學業的成功與成年生活模式有好的影響。但目前為止,所有隨機試驗在美國的一些弱勢族群身上執行。要將結果更廣泛地引伸至其他文化或社會經濟族群仍需要進一步評估。

翻譯人

本摘要由成功大學附設醫院謝佩君翻譯。

此翻譯計畫由臺灣國家衛生研究院 (National Health Research Institutes, Taiwan) 統籌。

總結

目前沒有報告。