ABSTRACT
This chapter marks the third edition of Child Care for Young Children. In the 2006 version, we organized the review around the major developments in the fi eld since the fi rst writing of this chapter on the state of child care research in the 1980s. Our central question with the 2006 version was what has changed and what has stayed the same since the fi rst writing of this chapter? We found that a great deal had changed with the inclusion of ethnic and site diversity in research designs, and longitudinal or multisite studies beginning to be employed. However, important fi ndings remained such as the importance of teacher-child relationships in the development and learning of children within child care contexts.
