Childcare has been the trend in the US since the early 1990s.Presently over 11 million children under the age of 5 years with working mothers are mostly in some kind of child care arrangement. In addition, these children, on average are in childcare for 36 hours per week. Over a quarter (3 million) of these children are in multiple care arrangements due to the non-traditional and traditional working hours of their mothers. This kind of care basically starts at early stages in life and may last for a substantial number of hours, with 44%of the children being under 1 year of age being in nonparental care for 31 hours on average. For those in late pre-school years, 84% of 4-5-year-olds spend 28 hours on a weekly average. This unique and prevalent framework, as well as early-age usage, has raised questions regarding the quality of child care provided. The ascertained view amongst researchers in childcare is that quality childcare highly adds to the developmental outcomes of children. Higher quality childcare usually is associated with superior developmental outcomes whereas poor quality childcare is associated with inferior outcomes for children. Current research indicates that the quality of childcare offered seems to make a difference since benefits of the same are noticed while the kid is undergoing adolescence (Kaphingst & Story 2009).
In addition, scientists have also evaluated a study that has been long-running and have established that teenagers who experienced high-quality child care settings as infants scored somewhat higher particularly on measures of cognitive and academic achievement. Furthermore, the teenagers were somewhat less likely to have incidences of acting-out behaviors as compared to their peers who had been at low-quality childcare settings during their formative years.