Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/17996
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dc.contributor.authorLombardi, Cen
dc.contributor.authorColey, Rebekah Levineen
dc.contributor.authorColey, Ren
dc.contributor.authorSims, Jen
dc.contributor.authorLombardi, Caitlin McPherranen
dc.contributor.authorSims, Jacquelineen
dc.contributor.authorVotruba-Drzal, Elizabethen
dc.contributor.authorVotruba-Drzal, Een
dc.date.accessioned2019-04-13T03:40:10Zen
dc.date.accessioned2014-03-28T03:01:51Zen
dc.date.available2014-03-28T03:01:51Zen
dc.date.issued2013en
dc.identifier.urihttps://hdl.handle.net/10620/17996en
dc.identifier.urihttp://hdl.handle.net/10620/3957en
dc.description.abstractAustralia and the U.S. share many economic and cultural similarities, yet have policy differences in their support for children’s early education and care (EEC) which may have differential implications for children’s development. This study used nationally representative, longitudinal birth cohort studies from each country (LSAC-B and ECLS-B) to assess patterns of EEC among young children and implications of EEC for children’s cognitive skills following school entry. Results found that Australian children were more likely to use part-time EEC, and more likely to be in centre care during infant and toddler years than American children, whereas American children were more likely to use informal, home-based care and full-time EEC. Infant EEC was neither promotive nor detrimental for later cognitive skills. In both countries, later centre care was promotive of cognitive skills after school entry; these benefits came from toddler centre care in Australia and from preschool centre care in the U.S. Policy implications are discussed.en
dc.subjectSurveys and Survey Methodology -- Survey comparisonen
dc.subjectChild Careen
dc.subjectPolicyen
dc.subjectEducation and Training -- Early Childhooden
dc.subjectChild Development -- Cognitiveen
dc.subject.classificationSurveys and Survey Methodologyen
dc.titleEarly education and care experiences and cognitive skills development: A comparative perspective between Australian and American children.en
dc.typeJournal Articlesen
dc.identifier.urlhttp://www.aifs.gov.au/institute/pubs/fm2013/fm93/fm93d.htmlen
dc.identifier.surveyLSACen
dc.description.keywordscomparative studiesen
dc.description.keywordschild careen
dc.description.keywordscognitive developmenten
dc.description.keywordsearly childhood educationen
dc.description.keywordspolicy evaluationen
dc.identifier.journalFamily Mattersen
dc.identifier.volume93en
dc.description.pages36-49en
local.identifier.id4430en
dc.subject.dssSurveys and survey methodologyen
dc.subject.dssLearning, education and trainingen
dc.subject.dssmaincategoryPolicyen
dc.subject.dssmaincategorySurveys and Survey Methodologyen
dc.subject.dssmaincategoryChild Developmenten
dc.subject.dssmaincategoryEducation and Trainingen
dc.subject.dssmaincategoryChild Careen
dc.subject.dsssubcategoryEarly Childhooden
dc.subject.dsssubcategorySurvey comparisonen
dc.subject.dsssubcategoryCognitiveen
dc.subject.flosseLearning, education and trainingen
dc.subject.flosseSurveys and Survey Methodologyen
dc.relation.surveyLSACen
dc.old.surveyvalueLSACen
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextnone-
item.openairetypeJournal Articles-
item.fulltextNo Fulltext-
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