A project that employs a series of longitudinal models to examine the importance of a multi-faceted definition of school readiness in the context of out-of-home child care environments. The definition of readiness includes children's development of social competence and executive functioning, and ability to adapt to the transition from child care to school. These competencies are evaluated for links from earlier longitudinal patterns of sensitive caregiving in child care, and examined for their contributions to children's development of academic and behavioral competence in elementary school. The project employs Phase I, II, and III of the data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Study 1 examines individual differences in developmental trajectories of social competence and executive functioning from 24 months of age through second grade. Study 2 identifies the importance of early child care experiences that may contribute to children's individual differences in development of executive functioning and social competence. Study 3 builds on the first study, including social competence with peers and executive functioning. Study 4 utilizes data from the first three studies to investigate individual and family level risk factors.