This study was made possible by grants to SMC, JRS, and RET from the Canadian Institutes for Health Research (MOP 79420), and to SMC from the Canadian Council on Learning and from the Canadian Psychiatric Research Foundation (2005–2006 CPRF).
Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills
Version of Record online: 19 OCT 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 2, pages 752–766, March/April 2013
How to Cite
Côté, S. M., Mongeau, C., Japel, C., Xu, Q., Séguin, J. R. and Tremblay, R. E. (2013), Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills. Child Development, 84: 752–766. doi: 10.1111/cdev.12007
- Issue online: 18 MAR 2013
- Version of Record online: 19 OCT 2012
- Canadian Institutes for Health Research. Grant Number: MOP 79420
- Canadian Council on Learning
- Canadian Psychiatric Research Foundation
The associations between trajectories of child care quality from ages 2 to 4 years and children's cognitive performance at 4 years (n = 250) were tested. Distinct quality trajectories were identified: low and high ascending Teaching and Interactions trajectory; low and high Provision for Learning trajectory. Membership in the high ascending Teaching and Interactions trajectory was associated with better numeracy (effect size [ES] = .39, confidence interval [CI] = .21–.66), receptive vocabulary (ES = .41, CI = .14–.68), and school readiness (ES = .32, CI = .06–.58). The results suggest that a pattern of increasing quality of teacher–child interactions during the preschool years, particularly with regard to supporting the development of language, has a moderate impact on children's cognitive development.