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Over the past 15 years, we have seen a dramatic shift in the environments in which young children spend their time. Whereas a decade and a half ago fewer than one third of the preschool-aged children in this country were in any kind of preschool program, now over half attend a nursery school, kindergarten, or day-care center. An even more striking rise has occurred for infants and toddlers; their participation in such programs has more than doubled in the same period. In addition, many thousands of children are now spending a significant portion of their time in other kinds of nonparental care environments—with a babysitter, a neighbor, an aunt, or a paid day-care home provider. Every year the number of young children in some form of “nontraditional” child care environment increases markedly.

Today, the mothers of half the infants in the United States work outside the home. This concerns psychologists and parents because of the possible detrimental effects on these infants of separations from mother and experience in day care. Available data suggest that infants whose mothers work full time are somewhat more likely as one-year-olds to avoid their mothers after a brief separation and later to be less compliant with their mothers and more aggressive with their peers. The argument that these behaviors indicate that infants in day care are at risk for emotional insecurity and social maladjustment is evaluated in light of current research results. It is concluded that other interpretations of the data are more plausible and that further research on the factors moderating and mediating the effects of infant day care is needed.

In his article “The ‘Effects’ of Infant Day Care Reconsidered”, Belsky (1988) concludes that maternal employment puts infants at risk for developing emotional insecurity and social maladjustment. After a review of Belsky's and other research, this article offers a different conclusion. It is agreed that infants whose mothers work full-time during their first year are consistently and statistically significantly more likely than infants of mothers who work part-time or not at all to be classifed as insecurely attached when such infants are observed with their mothers in the Strange Situation. However, the difference is not large (8% greater probability), and it does not necessarily reflect emotional maladjustment. It is based on a single assessment procedure with a single partner, a procedure in which day-care infants may feel more comfortable than do other infants. Observations of heightened aggression in children who have been in day care as infants offer limited evidence of maladjustment as a consequence of maternal employment. But, there is no clear evidence that day care places infants at risk. Belsky suggests that observed day-care effects on attachment and aggression may be moderated by day-care quality; children's age, sex, and temperament; hours of separation from mother; overstimulation by mother; and congruence between the mother's attitude and work status. However, there is no convincing evidence that these factors are involved. The most promising factors to be used in accounting for individual differences in daycare infants' emotional development are the mother's attitude toward the infant, her emotional accessibility and behavioral sensitivity, and her desire for independence (her own and the infant's). What is needed now is research to assess and investigate such mediating factors, rather than blanket generalizations about day-care effects and implicit or explicit condemnations of maternal employment.

This article describes the issues in early childhood education that were most pressing during the past two decades. It indicates whether each issue has been settled and outlines urgent new issues for today. In 1967 the most salient issues were the importance of early childhood for education, when early education should begin, whether it could compensate for childhood experience at home, and whether the effects of early education were permanent. In 1972 the central issue was the best kind of early educational program. By 1977 attention had shifted to ways that early education could be done most efficiently and cheaply, whether parent education was the answer, and how it worked. By 1982 a new issue had arisen: the effects of full-time day care on preschool children's development. Today's most pressing issues seem to be finding ways to maximize the fit between programs and participants, the implications of the superbaby trend, and the effects of day care on infants' development.

A latex agglutination test (Marion Laboratories) was compared with standard culture methods for the detection of Group A streptococci in two studies of 500 throat swabs each. Swabs were first inoculated to sheep blood agar and then tested for Group A streptococcal antigen. The direct test performed with nearly identical sensitivity and specificity in the two phases of the study. Overall, Group A streptococci were isolated from 91 specimens, and 81 (89%) of these were detected by the direct latex test. The predictive value positive for the latex test was 90%, and the accuracy was 98%. The sensitivity of the latex test for detection of specimens having ten or more colonies of Group A streptococci was 95%. Non-Group A beta-hemolytic streptococci were isolated from 65 specimens, and all of these specimens had negative latex tests. The authors' findings suggest that this direct latex agglutination test is a reliable screening method for rapid detection of Group A streptococci in outpatient throat specimens.