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Rebecca J. Glover
DAY CARE
According to the U.S. Census Bureau, in 1998, a re-
cord 59 percent of the 3.7 million mothers of infants
were in the labor force (36% were working full-time);
a total of 73 percent of the 31.3 million mothers of
children older than one year were in the labor force
(52% were working full-time). Although some work-
ing mothers cared for their children while they
worked, most relied on some type of nonmaternal
care, commonly known as child care or day care. The
following information focuses on day care for chil-
dren under five years old in three main sections: types
of day care and demographic information; the effects
of day care on children’s development, including con-
cerns about health as well as cognitive and social de-
velopment; and day care as a social phenomenon.Types of Day Care and Demographic
Information
According to the U.S. Census Bureau, in 1995, 75
percent of the 19.3 million children under age five
were in some form of regular day-care arrangement.
Multiple care arrangements were common; 44 per-
cent regularly spent time in more than one arrange-
ment per week (the average was two). Many types of
day care were used. Whereas 50 percent of these chil-
dren were cared for by relatives (such as a grandpar-
ent at 30% or the other parent at 18%), 49 percent
were cared for by nonrelatives. Some children were
cared for in their homes by a nonrelative such as a
babysitter, nanny, or au pair (9%), while others were
left with a nonrelative such as a friend or neighbor in
the caregiver’s home (9%).
Other types of nonrelative care include day-care
centers (15%) and family day care (13%). A day-care
center is an organized facility that is licensed to pro-
vide care for many children. Caregivers in centers can
change often, and high turnover is frequently a prob-
lem. Family day cares are operated in a home envi-
ronment and may or may not be licensed. States
regulate licensed family day cares and day-care cen-
ters, and the standards among states vary (e.g., larger
versus smaller adult to child ratios required). Some
centers surpass state regulations to meet special ac-
creditation standards (such as the National Associa-
tion for the Education of Young Children, NAEYC).
Other types of care in organized facilities include
nursery or preschools (14%), Head Start (3%), and
school programs (2%). Nurseries and preschools are
schools for young children that focus on specific
learning activities and educational goals (for more in-
formation, see the Nursery/Preschool section). Head
Start is a federally funded program that serves low-
income families and children, typically ages three to
four years, with the goal of increasing school readi-
ness. Elementary schools may also offer care, either
in preschool programs or through early kindergarten
admittance.
The Census found that the use of day care was re-
lated to parental employment. Of the 25 percent of
children under age five not in any regular day-care
arrangement, 96 percent had a parent who was not
working or in school. In contrast, of the 75 percent
who were in a regular arrangement, 98 percent had
a parent that was working or in school. On average,
these children spent 35 hours per week in day care.
Parents who were not working or in school also used
day care; 43 percent of their children were in a regu-110 DAY CARE