Daycare: The Effects On Children

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With the successes of welfare reform and the high turnout of female college graduates mothers are increasingly, entering the workforce. As affirmed by the Wilson Quarterly (Autumn 98, Vol. 22 Issue 4), “Ben Wildavsky, a staff correspondent for the National Journal (Jan. 24, 1998), provides statistical background. In 1997, nearly 42 percent of women with children under six were working full-time, 5 percent were looking for work, 18 percent had part-time jobs, and 35 percent were not working outside the home” (p.115). Using these figures it is said that 65 percent of women with children aged younger than six are working or would like to be. Daycare is a necessity for the majority of working American mothers.

Within the past 20 years child social developmentalists have accumulated evidence to show that unless children gain minimal social competence by the age of six years, they have a high probability of being at risk throughout life. (Denham & Burton, 1996) Thus peer relationships contribute a great deal to both social and cognitive development and to the effectiveness with which we function as adults. Others suggest that the number of caregivers and the amount of time children spend away from parents’ harms parent-child relationships thus, weakening cognitive and emotional development (Kelly, 2000). This paper will discuss the effects of daycare on children and how to choose one of high quality.

Many daycare opponents believe bonding, a strong emotional attachment that forms between a child and parent, is disrupted when mothers and fathers rely on others to be substitute parents. Children who are securely bonded to parents are more confident in their explorations of their environment and have a higher sense of self-esteem than children who are insecurely bonded to their parents. Dr. Stanley Greenspan, a professor of psychiatry and pediatrics at George Washington University Medical School, who has authored several books including the recent book, The Irreducible Needs of Children says, “A warm, loving human relationship is very important for intellectual development. Children form their capacity to think and self-image based on these back-and-forth interactions. Fewer of these are happening, because families are so busy and more care is being done outside the home. Studies [show] that for all ages, 85 percent of day care is not high quality” (Kelly, 200...

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...ay Setting. Child Study Journal, 28(3) (1998). 225-245.
Kelly, K. (2000, October 30). Child Docs to Parents: Stay Home and Save your Kids. U.S. News & World Report, 129(4), 65
Oesterreich, L. Childcare Checklist for Parents: PM 1805 <a href="http://www.extension.iastate.edu/Pages/pubs/">http://www.extension.iastate.edu/Pages/pubs/. (December 1999)
Schuetze, P., Lewis, A., & DiMartino, D. Relation Between Time Spent in Daycare and Exploratory Behaviors in 9-month-old Infants., Infant Behavior & Development 22(2) (1999), 267-276
Schumacher, R. B. & Carlson, R. S. Variables and Risk Factors Associated with Child Abuse in Daycare Settings., Child Abuse & Neglect, 23(9) (1999) 891-898.
“The Battle Over Child Care,” Wilson Quarterly Autumn 98, 22(4), 115-116
Waterman, J., Kelly, R. J., Oliveri, M. K., & McCord, J. (1993). Behind the Playground Wall: Sexual Abuse in Preschool. New York. Guilford Press.
Wilson, E. and Tweedie, P. S. Selecting Quality Child Care. National Network for Child Care: <a href="http://www.nncc.org/Choose.Quality.Care/select.care.html">http://www.nncc.org/Choose.Quality.Care/select.care.html. (December 1996).

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