Individual differences in effects of child care quality: The role of child affective self-regulation and gender

Early childcare and developmental delay risk at 3.5 years: Insights from the French ELFE cohort

We tested the association between early childcare attendance in the first three years of life and child development at age 3.5 years in the French context, where early childcare is subsidized. In the ELFE (Étude Longitudinale Français depuis l'Enfance) birth cohort study set in metropolitan France, children's development was reported by parents at age 3.5 years (n = 11,033) via the Child Development Inventory (CDI) questionnaire. CDI scores were transformed into a development quotient (DQ), with a DQ < 90 corresponding to possible and a DQ < 85 corresponding to a probable developmental delay. Inverse probability weighted multivariable regression models were used to analyse whether early childcare in the first three years of life (centre-based, childminder, informal or parental care) was associated to development delay. Compared to children in exclusive parental care, those in centre-based childcare (CBC) or with a childminder prior to school entry were significantly less likely to experience possible (OR = 0.56, [95% CI = 0.51-0.61] for CBC and OR = 0.77, [95% CI = 0.72-0.83] for childminder attendance) and probable developmental delay (OR = 0.62, [0.58-0.67] for CBC and OR = 0.80 [0.76-0.83] for childminder). Informal childcare attendance was not significantly associated with children's possible nor probable developmental delay ((OR = 0.97, [0.84-1.12]) and (OR = 0.97, [0.82-1.15]), respectively). Conclusions: Overall, our findings add to the existing scientific literature, showing that in the French context, where childcare can start as early as 3 months of age, early childcare attendance can contribute to child's development. What's Known on This Subject: • Studies on early childcare attendance and child development have shown mixed results, associations with better psychomotor development mainly being observed in Nordic countries, while some studies in other countries such as the USA showed no or negative associations. What This Study Adds: • In a country with broad and subsidized access to childcare such as France, access to early childhood education can positively contribute to children's psychomotor development. However, we found that access to childcare does not appear to reduce social inequalities in children's psychomotor development.

PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis

This is the protocol for a Cochrane Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool-based interventions designed to foster self-regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool-based interventions have been developed to promote self-regulation? 2. What is the average effect of these preschool-based interventions on self-regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self-regulation, and self-regulated learning? 3. What characteristics-such as Resource Allocation, Activity Type, and Instruction Method-could potentially contribute to the effects of preschool-based interventions in promoting self-regulation?

The Effect of Kindergarten Classroom Interaction Quality on Executive Function Development among 5- to 7-Year-Old Children

The present research addresses the impact of preschool classroom interaction quality on executive function development. CLASS methodology was used to assess the quality of teacher–child interaction in kindergarten groups; “Inhibition”, “Memory for Designs”, and “Sentences Repetition” subtests from the NEPSY-II (memory for designs, sentences repetition, inhibition) and Dimensional Change Card Sort were used for the evaluation of executive functions. Repeated measures were performed to assess the children’s progress, based on the quality of the educational environment in their group. The total sample consisted of 447 children (48.5% boys and 51.5% girls). ANOVA and linear regression analysis demonstrated that children’s progress in executive function development varies for low- and high-quality classrooms. Furthermore, different predictive potential of CLASS domains was shown for the development of executive function components in preschool children.

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

This study examined early external childcare in relation to development from age 7 to 20. A Swiss sample was used (N = 1,225; 52% male). Development included multi-informant-reported externalizing behavior, internalizing problems, prosocial behavior, delinquency, and substance use. Growth curve models revealed that, dependent on the informant, time in a daycare center was related to increased externalizing and internalizing problems until at least age 11. It was not related to delinquency. Roughly three days per week at a daycare mother or playgroup was related to increased externalizing behavior. External family care was associated with increased prosocial behavior. Finally, time in a daycare center was associated with fewer externalizing but more internalizing problems and substance use for children from vulnerable backgrounds. This relation with substance use lasted to age 20.

Mother-child interactions in young children with excessive physical aggression and in typically developing young children

BACKGROUND

Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child's temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent-child interactions in young children with physical aggression.

OBJECTIVE

The purpose of the current study was to evaluate the characteristics of mother-child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother-child interactions in typically developing young children.

METHOD

Mother-child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age  = 3.5 years) and a nonclinical sample ( N = 80, child mean age  = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes).

RESULTS

Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers' behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother's attempts to intrude on the child's activity ( r = .64, p < .05).

CONCLUSIONS

These data show that children with excessive aggressive behavior develop disrupted mother-infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent-child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.

Infant temperamental reactivity, maternal and grandparental sensitivity: Differential susceptibility for behavior problems in China

BACKGROUND

The differential susceptibility hypothesis suggests that children's innate characteristics and their rearing experiences interact differentially during development. Recently, the study of interactions between infants' temperament and rearing experiences has become a research hotspot. In China, grandparental care is a very common phenomenon, with many infants taken care of by grandparents while mothers are out for work.

AIM

To investigate whether the associations between maternal and grandmaternal sensitivity, and behavior problems were moderated by infant temperamental reactivity, while the infants were raised by both their mothers and grandmothers.

SUBJECTS

A total of 71 infants (average age of 17.6months), their mothers and grandmothers were included in this study.

OUTCOME MEASURES

Maternal sensitivity and grandmaternal sensitivity were assessed with the Maternal Behavior Q-sort-Chinese Version, infants' temperamental reactivity was measured with Carey's Toddler Temperament Questionnaire-Chinese Revision, and infants' behavior problems were measured with the Infant-Toddler Social and Emotional Assessment-Chinese Version.

RESULTS

Maternal sensitivity significantly predicted infants' impulsivity and aggression. Infants' temperamental reactivity moderated the effect of maternal sensitivity on infants' general anxiety. In addition, infant temperamental reactivity moderated the impact of grandmaternal sensitivity on infants' separation distress.

CONCLUSIONS

Our results support the differential susceptibility hypothesis to some extent. Infants with high temperamental reactivity not only suffer more from low maternal and grandmaternal sensitivity, but also benefit more from high maternal and grandmaternal sensitivity as compared to those infants with low temperamental reactivity.