The effect of child care attendance on young children's social development is a question that has puzzled early childhood educators for quite some time. This article presents the small body of conflicting research evidence on this issue. The practice of taking young children out of long day care to attend kindergarten sessions is then explored, along with a research investigation into the effect of this practice on the social development of preschool children. Recommendations are made to better meet the developmental needs of these young children within the context of rapidly changing familial structures.
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