Childcare is widely known as the regular non-parental care of children while their parents are away. Many reasons such as work, study or simply a break from raising children push parents to resort to nurseries. But with the increase in the number of parents, especially mothers, choosing to return to work sooner rather than later after having children, the demand for daycare is increasing accordingly. This increase has sparked much research into the short- and long-term emotional, cognitive, and social behavioral patterns of children receiving nonparental care. Numerous studies have focused on the mother-infant relationship and the effect of child care on the development of that relationship. (Belsky, 1989; Lamb, Sternberg, & Prodromidis, 1992). Attachment theory indicates that the formation of a secure relationship between the child and the caregiver is important for the child to develop a flexible behavioral system and adapt easily to new situations. Bowlby (cited by Lamb, Sternberg, and Prodromidis) summarized that attachments form around the middle of the first year and strengthen later in the year. Not surprisingly, studies conducted by Barglow, Vaughn, and Molitor (1987); Belsky and Ruins (1988); Vaughn, Gove and Egeland, (1980), as cited by Egeland and Heister (1995), reported that the entry of children before 12 months of age into nursery care is linked to an increased risk of insecure-avoidant attachment. Assessments were based on Ainsworth's Strange Situation (Ainswoth, Blehar, Water, & Wall, 1978) to measure infant-mother attachment. While these children may not reject their parents' attention, they also did not seek comfort, showing no preference between a parent and a complete stranger. It is clear that when using the Strange Situatio... in the center of the card.... ...assistance is recommended but with greater inclusion of both the family environment and the nursery variables. Children from advantaged families who attended daycare experienced a slight positive or negative effect intellectually. While children from families considered economically disadvantaged benefited from attending nursery school (Belsky & Steinberg). These children scored higher on standardized tests than disadvantaged children who do not attend daycare. Child care experience appeared to reduce the low test scores usually associated with disadvantaged populations. However, the standard tests used were not considered sufficient to predict intellectual development. The research highlighted the importance of further research on the cognitive effects of childcare using observation in the everyday situation and not just standardized tests.