Jay Belsky, Emeritus Professor of Human Development at the University of California
As a retired academic who has studied the effects of childcare for more than 40 years, including time in the UK as director of research for the National Evaluation of Sure Start, I am struck by how distorted commentary on the subject can be.
Starting 35 years ago, I changed my tune as I saw the evidence changing, leading eventually to the observation that early, extensive and continuous non-familial care was associated with increased risk of attachment insecurity in infancy and problem behaviour between three and six years of age (Belsky, 1987, 2001). This emphasis on the quantity or amount of time spent in childcare beginning early in the first year on a full- or near full-time basis and continuing until school entry at around age five was not a popular conclusion to say the least. This was especially so because it made clear that all negative effects were not attributable to poor quality care (NICHD Early Child Care Research Network, 2003). Most of the relevant data came from the USA, but some was based on evidence from the UK and Canada as well.
The Government’s expanded offer for nine-month-olds is progress! However, all efforts to expand paid parental leave is to be encouraged, less so because it could reduce the negative effects of early, extensive and continuous care, and more so because this is what most families want: to care for their babies themselves. But at the same time, I would prefer a full year, if not 18 months. There is no doubt in my mind that previously I was mistaken not to emphasise as much as I should have the importance of the broader cultural and policy context when it comes to understanding childcare effects, making clear that the evidence did not mean that negative effects of more hours, days, weeks, months and years in care were inevitable (Fukkink, 2024).
And indeed, the kind of findings just alluded to did not emerge in Norway and other European countries with strong social safety nets. At the same time, US data has revealed that disconcerting effects of early, extensive, and continuous care extend beyond heightened levels of impulsivity and risk taking in adolescence to increased contacts with police in young adulthood (Vandell et al., 2021)). Most compelling perhaps is Canadian evidence based on evaluating effects of a major policy initiative to provide full-day, year-round childcare for all children under age 5 as it also chronicled multiple negative effects; this was especially true the earlier children enrolled in childcare (Kottelenberg, & Lehrer, 2014).
It’s a mistake to ignore evidence and continue to adhere to the mantra that ‘it’s quality, stupid’, which even scholars who should know better keep doing. No doubt that is because of either ideological commitments or desire not to suffer my fate of being ‘cancelled’ long before the term was coined; this is what actually led me to what I like to call my ‘London exile’.
Clare Crowther, Head of Nursery at Atelier Nursery Group
At Atelier Nursery, our experience of working with babies under the age of one shows just how impactful high-quality care can be. Far from being detrimental, placing children in a nurturing and supportive environment at this early stage offers a range of developmental benefits, fostering emotional security and cognitive growth in ways that are often underestimated.
The key to positive early experiences in nursery settings lies in the quality of the provision. High-quality early years settings don’t simply focus on basic care, they provide environments that stimulate curiosity, encourage exploration and nurture each child’s emotional wellbeing.
One of the most frequently voiced concerns about babies entering nursery care early is the fear of attachment disruption. This is where the key person approach, championed by Peter Elfer, plays a pivotal role. The key person is not just a carer but someone who knows the child intimately.
Jules Page’s concept of professional love is another crucial element in how we approach the care of young children. The idea is that early years professionals can offer a form of love that is nurturing, warm and appropriate to the professional context. Babies need more than just physical care, they need emotional warmth and attuned responses to their needs.
At Atelier Nursery, we embed this principle into our practice by fostering deep, authentic connections between caregivers and children.
Babies are naturally curious, and a high-quality early years environment should provide ample opportunities for exploration and discovery.
At Atelier, we place great importance on providing a physically enabling environment. We use natural materials and thoughtful design to create spaces that encourage sensory exploration, while also offering quiet, restful areas. This balance of stimulation and security ensures that babies can explore their surroundings with confidence, knowing that a trusted adult is always nearby.
The expansion of funded hours for working parents presents an opportunity to showcase the value of early education when delivered with care, professionalism and love. Rather than being detrimental, this type of care provides babies with a strong foundation that supports their lifelong learning and wellbeing.
References
Belsky, J. (1987). Risks Remain. Zero to Three, 7, 22-24.
Belsky, J. (2001). Developmental Risks (Still) Associated with Early Child Care. Journal of Child Psychology and Psychiatry, 42, 845-859.
Fukkink, R. (2024). Is childcare good or bad for children’s socio-emotional development? Context matters. The Lancet, 45, 101044.
Kottelenberg, J.J., & Lehrer, S.F. (2014). Do the perils of universal child care depend on the child’s age? CESifo Economic Studies, 60, 338-365.
NICHD Early Child Care Research Network (2003). Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? Child Development, 74, 976-1005.
Vandell, D.L., Simpkins, S.D., & Liu, Y. (2021) From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities. Development and Psychopathology. 2021, 33, 658-669.
Solheim, E., Wichstrom, L., Belsky, J., & Berg-Nielsen, T.S. (2013). Does time in childcare and peer-group exposure predict poor socioemotional adjustment in Norway? Child Development, 84, 1701-1715.
