NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States] (ICPSR 21942)

Published: Nov 21, 2014

Principal Investigator(s):
United States Department of Health and Human Services. National Institutes of Health. Eunice Kennedy Shriver National Institute of Child Health and Human Development

Series:

https://doi.org/10.3886/ICPSR21942.v1

Version V1

SECCYD Phase III, 2000-2004

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

Research Goals

The specific research aims were as follows:

  • Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

  • Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

  • Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

  • Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

  • Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

  • Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

  • Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

Data File Organization

504 data files were compiled for this study and are organized into 3 main groups:

  1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-49 of the study data material.

  2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 50-55 of the study data material.

  3. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 56-58 of the study data material.

  4. Raw Data Sets -- The raw data were made available and comprise Parts 59-505 of the study data material.

Training Workshop Recordings

A three day summer training workshop on the SECCYD was put on by the NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan. Recordings of that workshop, coordinated with the Powerpoint slides used during presentations, are freely available to the public at the adressess described below.

Day One Part I

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1630)

  • Introductions and Participant Research Questions - James Griffin

  • Overview of Study - James Griffin

  • Schedule of Data Collection - Bonnie Knoke

  • Demographic Data - Bob Bradley

Day One Part II

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1632)

  • Family Data - Margaret Owen

  • Orientation to using the Data and Documentation - Bonnie Knoke

Day One Part III

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1633)

  • Data Documentation: Hands-on Training - Bonnie Knoke

Day One Part IV

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1634)

  • Data Orientation: Merging Data Files - Robert Corwyn

  • Child Care Data - Margaret Owen

Day One Part V

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1635)

  • Secondary Data Analysis - Peg Burchinal

Day One Part VI

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1636)

  • NICHD Funding Opportunities - James Griffin

Day Two Part I

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1637)

  • Social Data - Martha Cox

  • Peer Data - Martha Cox

  • Cognitive Data - Dan Keating

Day Two Part II

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1638)

  • School Data - Renate Houts

  • Out-of-school Data - Bob Bradley

  • Health Data - Bob Bradley

Day Two Part III

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1639)

  • Stats Presentation: Control Variables - Renate Houts

Day Three

(http://lecb.physics.lsa.umich.edu/CWIS/browser.php?ResourceId=1640)

  • Analytic Strategies - Renate Houts and Peg Burchinal

Data are available for the other phases of the NICHD STUDY OF EARLY CHILD CARE AND YOUTH DEVELOPMENT (SECCYD). See: SECCYD Phase II, 1996-1999 (ICPSR 21941), SECCYD Phase III, 2000-2004 (ICPSR 21942), SECCYD Phase IV, 2005-2008 (ICPSR 22361).

United States Department of Health and Human Services. National Institutes of Health. Eunice Kennedy Shriver National Institute of Child Health and Human Development. NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2014-11-21. https://doi.org/10.3886/ICPSR21942.v1

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United States Department of Health and Human Services. National Institutes of Health. Eunice Kennedy Shriver National Institute of Child Health and Human Development (U01 HD019897)

This data collection may not be used for any purpose other than statistical reporting and analysis. Use of these data to learn the identity of any person or establishment is prohibited. To protect respondent privacy, the NICHD Study of Early Child Care and Youth Development is restricted from general dissemination. Users interested in obtaining these data must complete an Agreement for the Use of Confidential Data, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research. Apply for access to these data through the ICPSR restricted data contract portal, which can be accessed via the study home page .

2000 -- 2004

2000 -- 2004

The NICHD Study of Early Child Care and Youth Development was conducted by a network of investigators called the NICHD Early Child Care Research Network. The network was led and managed by a steering committee that included an independent chairperson, one representative from each of the grantee sites, one representative from the data center, and one representative from NICHD. The steering committee established policies and procedures that governed the operations of the network. The progress of the study was monitored by NICHD and by the steering committee with guidance from an advisory board which was nominated by the director of NICHD.

User Alert for All Phase III NCES Raw Data Files

The variable ID in the files listed below has a numeric instead of character format. In order to merge data from these datasets with data from other non-Phase-3-NCES-Raw datasets, the ID variable needs to be converted to a character format:

  • 21942\Data\Raw\ASCII\da21942-0496_Raw-NCES9603.txt
  • 21942\Data\Raw\ASCII\da21942-0496_Raw-NCES9603.tsv
  • 21942\Data\Raw\SAS\da21942-0496_Raw-NCES9603.stc
  • 21942\Data\Raw\SAS\set21942-0496_Raw-NCES9603.sas
  • 21942\Data\Raw\SAS\ssf21942-0496_Raw-NCES9603.sas
  • 21942\Data\Raw\SPSS\da21942-0496_Raw-NCES9603.sav
  • 21942\Data\Raw\SPSS\set21942-0496_Raw-NCES9603.sps
  • 21942\Data\Raw\STATA\da21942-0496_Raw-NCES9603.dta
  • 21942\Data\Raw\STATA\set21942-0496_Raw-NCES9603.do
  • 21942\Data\Raw\STATA\ssf21942-0496_Raw-NCES9603.do
  • 21942\Data\Raw\STATA\set21942-0496_Raw-NCES9603.dct

During Phase III of the study, data was collected from the study children, the study children's families, after-school caregivers, and teachers from the second through sixth grades. Data also were collected from friends of the study children and from their families and teachers at fourth and sixth grades. Prior to the start of formal schooling, data were collected on an age-based chronological schedule. With the onset of formal schooling, data were collected on a year-in-school basis. As a result, children who entered school in fall 1996, who accounted for 85 percent of the available sample, became Wave 1. The remaining 15 percent of the sample, who entered school in fall 1997, became Wave 2. However, annual Health and Physical Development Assessments (HPDA), which began when the study children were nine-and-a-half years old, continue on an age-related basis.

To examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds.

The SECCYD is a multi-site, prospective, longitudinal study of the experiences of 1,364 children and their families. Respondents were sampled from a catchment of some 6,189 children. Children's development was assessed via trained observers, interviewers, questionnaires, and direct testing. Measures were taken on many facets of children's development, such as social, emotional, intellectual, and language development, behavioral problems and adjustment, and physical health.

Participants were selected in accordance with a conditionally random sampling plan, which was designed to ensure that the recruited families (a) included mothers who planned to work or to go to school full-time (60 percent) or part-time (20 percent) in the child's first year, as well as some who planned to say at home with the child (20 percent), and (b) reflected the demographic diversity (economic, educational, and ethnic) of the sites. Both two-parent and single-parent families were included. The major exclusionary criteria used were (a) mothers younger than 18 years of age at the time of the child's birth, (b) families who did not anticipate remaining in the catchment area for at least 3 years, (c) children with obvious disabilities at birth or who remained in the hospital more than 7 days postpartum, and (d) mothers not sufficiently conversant in English.

Analyses have indicated that the data do reflect the natural distributions of these factors in the catchment. Therefore, inferences from this data can be made directly to the catchment without back-weighting for the sampling factors. In addition, analyses have shown that the NICHD data reflect to large degree the natural distributions of certain factors measured in the 1990 Census data. However, the NICHD data are not representative in the statistical sense, and therefore inference to the nation as a whole is not possible. Comparisons to other data bases, national or otherwise, should be made with extreme caution.

Full-term, healthy newborns of mothers giving birth in hospitals at 10 locations throughout the United States during designated 24-hour periods between January and November 1991.

individual

census/enumeration data

clinical data

observational data

survey data

The 49 Analytical Data Sets (ADS) data contain composite variables, created from the raw data created, by Quantitative Systems Laboratory (QSL) at Vanderbilt University, to be psychometrically and distributionally acceptable for analytical analysis of the study hypotheses.

The 6 Supplemental Data Sets were produced by Research Triangle Institute (RTI) and contain new and revised analysis variables, across-time mean scores, and primary composites.

The 3 Raw Census Related Data Sets were produced using geocoded addresses for survey respondents to match block group- level data from the 1990 and 2000 Censuses, for investigators to create additional measures of interest from the geocoded addresses. The CENS1990 raw dataset contains 947 block group variables for 2,720 address records with start dates before January 1, 1996, for 1295 study children. The CENS2000 raw dataset contains 1,423 block group variables for 2,891 address records with end dates after December 31, 1995, for 1,159 study children.

The 447 Raw Data Sets contain the direct item-level data collected per instrument.

During Phase I of the study (1991-1994), a cohort of 1,364 children and their families were recruited at 1 month of age and studied intensively through age 3. During Phase III of the study (2000-2004), a cohort of over 1,100 of the enrolled children and families were followed through sixth grade.

  • Student-Teacher Relationship Scale: Short Form
  • Social Skills Rating Scale
  • Middle Childhood H.O.M.E
  • Child Behavior Checklist
  • Child-Parent Relationship Scale: Short Form
  • Child-Caregiver Rel. Scale: Short Form
  • Girls' Pubertal Development Scale
  • Boys' Pubertal Development Scale
  • Woodcock-Johnson Cognitive Sub-tests
  • Woodcock-Johnson Achievement Sub-tests
  • Teacher Self Efficacy Scale
  • Wechsler Abbreviated Scale of Intelligence (WASI)
  • Peabody Picture Vocabulary Test - III (PPVT)
  • H.O.M.E Inventory Scoring
  • Multi Ethnic Identity Measure (MEIM)
  • Multidimensional Inventory of Black Identity (MIBI)
  • Woodcock Johnson-Revised Achievement Scale
  • Woodcock Johnson-Revised Cognitive Scale
  • COS Structural Scales
  • COS Behavior Scales
  • COS Qualitative Scales

2009-10-30

2014-11-21

2014-11-21 releasing additional documentation - Measures Chart

2014-10-21 Releasing questionnaires and user guide.

2010-01-26 User Agreement updated.

2010-01-08 Various data and documentation was resupplied. Other files were processed differently or had errors fixed.

2009-10-30 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

  • Created variable labels and/or value labels.
  • Checked for undocumented or out-of-range codes.

Notes

  • The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.

  • One or more files in this data collection have special restrictions. Restricted data files are not available for direct download from the website; click on the Restricted Data button to learn more.

  • The citation of this study may have changed due to the new version control system that has been implemented.
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This study was originally processed, archived, and disseminated by Data Sharing for Demographic Research (DSDR), a project funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD).