Although developmental theory suggests that multiple and changeable child care may not be a most advantageous child care experience, little research has been conducted to examine their effects on child outcomes. Sarah Wise, Ben Edwards, Jennifer Bowes, Ann Sanson, Judy Ungerer, Linda Harrison and Tracey Simpson look at the impact of multiple and changeable child care on the development of early communication skills. Data are derived from the first wave of a longitudinal study in New South Wales of 655 urban and rural children using formal child care and their families.

The paper outlines the combinations of formal and informal child care arrangements that parents typically use for their children, and the independent effect these combinations of care have on children's communication skills. The contributions of stability of care arrangements, and key child, family and other child care variables, are also investigated.