Children who receive high-quality child care in their early years have better outcomes in science, technology, engineering, and math (STEM) subjects throughout high school, with a stronger correlation observed among children from low-income backgrounds, according to this study published by the American Psychological Association.
The research suggests that quality caregiving in early childhood lays a solid foundation for future STEM success and could help address the underrepresentation of racially and ethnically diverse populations in STEM fields.
The study analysed data from 979 families participating in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, spanning from the child's birth in 1991 until 2006.
Trained observers assessed the quality of child care settings in terms of caregiver sensitivity and responsiveness, as well as cognitive stimulation.
The researchers found that both aspects of caregiving quality predicted higher STEM achievement in late elementary school, which in turn led to greater STEM achievement in high school. Interestingly, caregiver sensitivity and responsiveness were particularly crucial for children from low-income families.
The findings highlight the importance of early social-emotional development and the need for investment in quality child care and early childhood education to strengthen the STEM pipeline, particularly for disadvantaged children.