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It is important , in my opinion, to consider the demographic differences that influence the interactions and opportunities afforded to and/or enjoyed by the young children in grandparent care. The assumption that all children will be negatively impacted in the care of a granmother is shortsighted at best and poor science at worst. The converse could be said if the quality of the quality of the child care program in which a child is enrolled is poor.

At this early stage in a child's development feelings of belonging, safety and love/affection are especially important to positive development later. The development of language and concepts anchored in real experience are vital.

Some "old" sayings still hold true, "There are two sides to every story."

I also gave up my teaching position after being a kindergarten teacher for 21 years to be with my grandchildren. I watch them 2-3 days a week and it is the most precious, wonderful time together. Not that we all don't feel the difference in our energy level being "older" than we were when we had our own children but we have a special bond with our grandchildren, that is different from parents and preschool teachers. Grandma is another person in their life that unconditionally loves them! I plan daily activities, read stories, take them places and give them that secure bonding experience, so that they can go out into the world a confident, self assured child that can handle life as it comes. I am also helping them to learn the importance of understanding others and their differences, how to give to others and most of all how to embrace life and all it has to offer. There are many different situations for grandparents watching children, but it truly depends on a variety of factors. I for one feel I am contributing to a better life for both of my grandchildren!

Troubling research indeed! Limited data and limited results. Begs the questions: why only single mothers? Were the grandparents also taking the role of the absent fathers and sharing other parenting duties? What was the purpose of the survey? Additionally, testing 3-6 year olds from unsettled backgrounds would more than likely skew results.

Curious about 'test scores' for 3-6 year olds. Is the part of a research project and if so, is the 'test' culturally sensitive and age appropriate? I am assuming so but these are rather disturbing statements and I am hoping they are supported.

I'd be curious to know the details of this study as it doesn't ring true with my own experience as a grandmother. My time with my twin toddler grandchildren is always one of doing assorted enriching experiences. I also think that when they are in my care, I allow more flexibility and free choice than most day care settings and I see their imaginations soar. How does one measure freedom to explore and imagine and a more bonding, secure relationship that often comes with grandparent care?

As a grandmother of a 3 year old boy, I believe that a grandmother and grandfather play an integral part in a child's life, the bonding, the wisdom and the love given and received can never be replaced by a group of teachers, caretakers. Nevertheless, children also need to be given the opportunity to be in a structured, educational, and resourceful setting such as a child care center, where they will learn other values and develop other skills. I firmly believe that it is also important that the relationship needs to be a healthy one with the particular grandparents in order for the child to become emotionally healthy. In the long run, parents need to evaluate their child's needs and become more educated to fully understand what is best for their child, based on their own personal circumstances.

I am so glad some grandparents chimed in on this one. Yesterday I opened my email to see the topic of grandparents with toddlers and thought ok I will read this one in hopes of something encouraging but was devastated to see the thought that we are not good for our grandchildren. While I have seen what they are talking about here I have more often seen the opposite. I am a pre-school teacher and director and just gave all that up to stay at home and take care of my precious grandchild. I am in the process of setting up my home for her to learn and we have already been able to go and feed the ducks at our local lake and to the park to swing and slide, time that I would never get back. I know so many grandparents that do so much for their grandchildren, please print something encouraging for us. Thank you.

I agree with all the previous comments, especially referring to what they measured and how they assessed its value. This summary report makes it sound like it is an either/or situation, when it is actually what is going on in the life of the child and the care teacher (a term I have just learned from the WestEd people). My grandchildren are in their 30s, 20s, teens, and the twins will be 9 next week. I now have two great-granddaughters and they spend 1 day a week with their grandmother who runs a casual, but rich schedule for them (1 will be 4 this month, the younger one will be 1 in December). I think a bit more information about the study would be helpful.

How important are test scores for toddlers and preschoolers? is the difference made up later? how relevant this is not for families (mothers especially) already stressed about working and leaving their young children.
How about the young children cared for by grandmothers who were teachers or ECEs?

As with all research, my question is what is the expected outcome? Proof that group care is better than in home care? Encouragment of parents to use group care or the wider picture of women in the work force?What are the quantative comparisons? This grandma values emotional wellbeing above reading writing arithmetic learning, how do studies like this assess this aspect of childrens learning and development.My mokopuna and I spent last week visiting the zoo, making cardboard carton zoos and animals and creating our own photo book of the experience to revisit many more times in the future. Adult input into childrens learning is affected by many factors, I am not sure age has anything to do with it!!

Obviously, it depends on the grandparent.

Stats such as this are so misleading! I disagree with this article wholeheartedly. I am inclined to agree with my colleagues who have already commented: stats without the rest of the information create a skew and biased judgement.

When I read this type of research, I am inclined to wonder about biases. The idea that group care no matter how good it is or can be, cannot take the place of that one-on-one relationship and the wisdom and familial and cultureal experiences from child to family member. Our society has become unusually hyper-focused with child care and slowly is forsaking family. We are hearing more and more people (outside of our industry) advocate that children MUST or NEED to be in a child care center at least by 2 or three. Years ago, I remember people advocating that the age for accepting infants needed to be revisited and we needed to accept infants in our program who are no more than 3 to 4 weeks of age! It is hard enough for mothers to bring their 6 week old infant and allow us to care for them already. While high-quality child care is needed in our society with so many working parents, it can never become a substitute. Grandmothers, Grandfathers, and other family relatives are needed to help create a healthy family unit and to perpetuate and reinforce healthy family bonding. There is such thing as emotional well-being and Emotional Intelligence and maturity that children benefit from when spending time with their elders. We teach them things within the context of our family units that cannot be duplicated within a child care center.

I have to heartily agree with the other comments. Little snippets of research without the whole picture cannot tell the whole story or see the whole child.

As my colleague who teaches Kyle Pruitt's Partnership Parenting to the extended family often says, "Grandparents are often an untapped amazing resource."

This article is skewed somehow. Maybe grandma has the tv on all day and that makes the kid dumber.

I am concerned when such biased interpretations are presented without the structure of and understanding of the limitations any research would have.
Were other types of care arrangements evaluated, including parental care? Care by other relatives? What were the control factors? Did the differences sustain and if so for what period of time? Was the percentage of difference significant and if so exactly what needed skills, or abilities are impacted on a practical level.
I would have to see the full study to give any credence to this article.

Oh this can not be true. Obviously measure should not focus on family member and or grandmother. Should focus on enrichments in the environment or not. Play, experiences, cooking, planting, outdoor play, etc. are indicators not the grandma or relative.

As I say to my graduate students, I would have to read the study before I believe it! Two central issues are:1) how did the study control for family income and education (we know these are positively correlated to students academic success) and what measures are being used to ascertain growth and development? (It is my understanding from the Bailey research that IQ measures of infants and young children do not predict later academic success).

It's a shame when researchers or journalists try to make a name for themselves by releasing "findings" that are sweeping generalizations. That information on grandparents is really useless unless we know more about different categories and characteristics. All grandparents? How old? What educational background? Income level? Health? In the past week while in my care, my toddler grandchildren have painted on bubble wrap, made our own playdough then used it for pretend cooking, had our own parade with songs they made up, and cuddled and read stories together.

As with all statistics, they do not tell the whole story. Such a sweeping statement is like saying "all center-based programs are poor quality", or "children are parked in front of the TV in family child care homes" or, even, "all accredited centers are high quality"--generalities that just don't reflect what is actual. In early care and education we stress the individuality of each child. So why does one not stress the individuality of each program, caregiver, teacher, parent . . . and grandparent. Such reports "feed the beast" of harsh judgment and societal gossip. As a member of the grandparent core, I have many friends who support their families by providing rich environments for their grandchildren--including ensuring they receive rich library experiences, lots of language, many opportunities for exploration---all filled with joy and unconditional love. The best thing they bring is perspective--otherwise known as the wisdom of life.

Is there a test to meaure the self-confidence, the feeling of being unconditionally loved, or the potential to love learning from individual care? I would be interested to see those results and the "test results" for these children in third grade. I am not as interested in short term results that may not be indicative of life-long affects. I have no vested interest in "family care". I work tirelessly to improve the quality of regulated group care. But I do believe that having children in the loving arms of a family member has lasting, sometimes imeasureable, influences.

I hope this study is not encouraging more families to place their children in formal child-care centers. There is simply no way that a center can recreate that special bond between a grandmother and her grandchild. Haven't we been told in numerous other studies that any early gains are mitigated in the grade school years? Don't we advocate for those secure, loving relationships that are more likely to be formed with grandmothers than with the teachers since the children change classrooms from year to year? Every child that has come to my preschool who has been cared for by a grandparent has a much more extensive vocabulary--a natural gain from the conversation they enjoy. What is important in the early years is trust, security, communication and love--not abc and 1,2,3.