ABSTRACT
In her analysis of the effects of day care on child development, Professor Clarke-Stewart underscores the fact that her conclusions reflect her interpretation of the available evidence. What this means, of course, is that other interpretations of the very same evidence are possible. Those familiar with my previous writings on the topic of the so-called “effects” of day care, especially infant day care as we know it and have it in this country today, will not be surprised to learn that my reading of the evidence is different from Clarke-Stewart’s. Before proceeding to identify where I take issue with her, I must say explicitly that I, too, believe that honest differences of opinion can–and perhaps even should–exist between well-meaning and open-minded developmentalists about how the available data can be interpreted. If there is one thing that is a serious threat to both science and social policy concerned with child care, it is the kind of hegemony of opinion that emerges when only politically correct points of view are tolerated.
