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Stephenson N, Tough S, McMorris C, Williamson T, McDonald S, Metcalfe A. Childcare use and the social-emotional and behavioural outcomes of late-preterm and early-term born children at age 5: An analysis of the All Our Families longitudinal cohort. CANADIAN JOURNAL OF PUBLIC HEALTH = REVUE CANADIENNE DE SANTE PUBLIQUE 2024:10.17269/s41997-024-00908-3. [PMID: 39048850 DOI: 10.17269/s41997-024-00908-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 05/31/2024] [Indexed: 07/27/2024]
Abstract
OBJECTIVES Gestational age at birth (GA) shows an inverse gradient of risk with social-emotional and behavioural outcomes among children born late preterm (≥ 34 and < 37 weeks) and early term (≥ 37 and < 39 weeks). Childcare has the potential to influence this association. This study aimed to estimate the association between GA and social-emotional/behavioural problems among children born between ≥ 34 and < 41 weeks gestation, determine whether this association was modified by childcare use, and describe the relationship between childcare and behavioural and social-emotional functioning at age 5. METHODS Using data from the All Our Families cohort (n = 1324), logistic regression models were used to model the association between GA and social-emotional/behavioural problems (BASC-2 composite scales at age 5). Models were fit with interaction terms between GA and childcare variables (amount, multiplicity, and type of childcare at age 3) to assess effect modification. RESULTS GA showed no significant associations with social-emotional/behavioural problems at age 5, though the type of childcare significantly modified the association between GA and externalizing and internalizing problems. Neither the number of hours spent in childcare (amount) nor the number of childcare arrangements used (multiplicity) modified the association between GA and social-emotional/behavioural problems. However, multiplicity was associated with externalizing behavioural problems (aOR = 2.09, 95% CI 1.14‒3.83). CONCLUSION This study found no significant association between GA and social-emotional/behavioural problems at age 5, though childcare type modified this association. Factors such as using multiple childcare arrangements to meet families' childcare needs have the potential to influence a child's social-emotional and behavioural functioning at age 5.
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Affiliation(s)
- Nikki Stephenson
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
| | - Suzanne Tough
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Carly McMorris
- School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada
| | - Tyler Williamson
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Centre for Health Informatics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Sheila McDonald
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Amy Metcalfe
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Obstetrics and Gynecology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
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2
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Liu T, Zhou P, Zuo Z, Fan M, Yang Y. Mediating effects of parent-child dysfunctional interactions in the relationship between parenting distress and social-emotional problems and competencies. Infant Behav Dev 2024; 74:101899. [PMID: 37992457 DOI: 10.1016/j.infbeh.2023.101899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 11/03/2023] [Accepted: 11/06/2023] [Indexed: 11/24/2023]
Abstract
This study investigated the association between parenting distress and four variables of young children's social-emotional problems and competencies: externalizing, internalizing, and dysregulation problems, and social-emotional competencies, and whether parent-child dysfunctional interactions mediated these associations. Participants were Chinese toddlers (N = 711) aged 24-36 months in family (44.3%) and center-based (55.7%) care. The results from structural equation modeling showed that parent-child dysfunctional interactions fully mediated the relationship between parenting distress and externalizing, and dysregulation problems, and social-emotional competencies, while partially mediated in the internalizing problems for both groups. Furthermore, multi-group SEM models showed the direct and indirect pathways differed between two groups. The research concludes that parent-child interaction plays a crucial role in mediating the relationship between parenting distress and young children's social-emotional problems and competencies. For families' choice of childcare, this study suggests early center-based services provided for toddlers exposed to family risk characteristics such as parents' poor mental health, and more importantly, low levels of parent-child interactions.
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Affiliation(s)
- Ting Liu
- Faculty of Education, East China Normal University, China; China Research Institute of Care and Education of Infants and Young Children, East China Normal University, China
| | - Ping Zhou
- School of Early Childhood Education, Changsha Normal University, China
| | - Zhihong Zuo
- Faculty of Education, East China Normal University, China; China Research Institute of Care and Education of Infants and Young Children, East China Normal University, China.
| | - Meng Fan
- Faculty of Education, East China Normal University, China
| | - Yaoxuan Yang
- Faculty of Education, East China Normal University, China
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3
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Burchinal M. Early care and education. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 65:135-167. [PMID: 37481296 DOI: 10.1016/bs.acdb.2023.05.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/24/2023]
Abstract
This chapter briefly reviews the history of early care and education (ECE) in the United States, the ECE conceptual frameworks, how ECE is organized, who uses ECE, and associations between ECE experiences and child outcomes. Nonparent care is now experienced by most children in the United States, with home-based care most common for infants and toddlers and center-based care for preschoolers. ECE settings that involve frequent and responsive teacher-child interactions and access to age-appropriate activities appear to promote children's cognitive and social development, although those associations tend to be quite modest. Publicly funded programs like Head Start and pre-kindergarten programs tend to serve children from low-income families, and are successful in promoting school readiness skills, especially early academic skills. However, the impacts of today's programs largely disappear in the first years of elementary school, and even flipped from being positive to negative in the methodologically most rigorous studies. Explanations for this fadeout are explored.
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Affiliation(s)
- Margaret Burchinal
- University of Virginia, School of Education and Human Development, Charlottesville, VA, United States.
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Losier T, Orri M, Boivin M, Larose S, Japel C, Tremblay RE, Côté SM. The Associations Between Child-Care Services During the Preschool Years and High School Graduation: A 20-Year Longitudinal Population-Based Study. J Dev Behav Pediatr 2022; 43:206-215. [PMID: 34740215 DOI: 10.1097/dbp.0000000000001016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Accepted: 07/23/2021] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Together with family factors, early care and education (ECE) services were shown to improve school readiness in kindergarten. However, it is not clear whether better school readiness at age 6 years translates into higher rates of high school graduation years later. Our objective was therefore to investigate the long-term associations between the use of ECE and high school graduation while considering the sex of the child and the socioeconomic status of the parents as moderators. METHODS Participants were children from the Quebec Longitudinal Study on Child Development (QLSCD) born in 1997 to 1998 (N = 2001). Intensity and type of ECE exposure were measured from age 5 months to 5 years. Administrative records were used to determine whether students had obtained a high school diploma by age 20 years. Factors explaining differences in the profiles of ECE users were controlled using propensity score weights. RESULTS Twenty-two percent of students did not have a high school diploma by age 20 years. Compared with children never exposed to center-based care, those exposed early (i.e., before toddlerhood) had better odds of graduating from high school (odds ratio = 1.49) after controlling for confounding factors. Late exposure to center-based care was not related to high school graduation rates. CONCLUSION Exposure to regulated and center-based ECE on a regular basis from toddlerhood to school entry was associated with higher rates of high school graduation. Regulated center-based ECE at the population level may improve rates of high school graduation.
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Affiliation(s)
- Talia Losier
- Université de Montréal; Research Group on Children's Psychosocial Maladjustment (GRIP) and Ste-Justine's Hospital Research Center, Montréal, QC, Canada
| | - Massimiliano Orri
- Université de Montréal; Research Group on Children's Psychosocial Maladjustment (GRIP) and Ste-Justine's Hospital Research Center, Montréal, QC, Canada
- McGill Group for Suicide Studies, Douglas Mental Health University Institute, McGill University, Montréal, QC, Canada
- Bordeaux Population Health Research Centre, INSERM U1219, University of Bordeaux, Bordeaux, France
| | - Michel Boivin
- School of Psychology, Laval University, Québec City, QC, Canada
| | - Simon Larose
- Faculty of Education, Université Laval, Québec, QC, Canada
| | - Christa Japel
- Psychology Department, Université du Québec à Montréal, Montreal, QC, Canada
| | - Richard E Tremblay
- Université de Montréal; Research Group on Children's Psychosocial Maladjustment (GRIP) and Ste-Justine's Hospital Research Center, Montréal, QC, Canada
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland
| | - Sylvana M Côté
- Université de Montréal; Research Group on Children's Psychosocial Maladjustment (GRIP) and Ste-Justine's Hospital Research Center, Montréal, QC, Canada
- Bordeaux Population Health Research Centre, INSERM U1219, University of Bordeaux, Bordeaux, France
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Averdijk M, Ribeaud D, Eisner M. External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood. PLoS One 2022; 17:e0263571. [PMID: 35263329 PMCID: PMC8906621 DOI: 10.1371/journal.pone.0263571] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 01/23/2022] [Indexed: 12/04/2022] Open
Abstract
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.
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Affiliation(s)
- Margit Averdijk
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
- * E-mail:
| | - Denis Ribeaud
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Manuel Eisner
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
- Institute of Criminology/Violence Research Centre, University of Cambridge, Cambridge, United Kingdom
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6
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Murphy TJ, Kaufman JS, Li P, Steele R, Yang S. Effect of preschool childcare on school-aged children's adiposity in Quebec, Canada. Paediatr Perinat Epidemiol 2021; 35:736-747. [PMID: 34164836 DOI: 10.1111/ppe.12790] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Revised: 05/11/2021] [Accepted: 05/14/2021] [Indexed: 01/18/2023]
Abstract
BACKGROUND Regulated public childcare must follow nutrition and physical activity guidelines, but the impact of public childcare on childhood adiposity is unclear. OBJECTIVES To estimate the effects of universal preschool childcare on children's BMI in elementary school in Quebec, Canada, and whether the effects differed in children from more or less advantaged families. METHODS For 1657 children enrolled in the Quebec Longitudinal Study of Child Development (1998-2010), BMI z-scores (BMIz) from 6 to 13 years were regressed on the childcare used from 2 to 5 years, adjusted for pre-childcare variables. Average treatment effects were estimated using the Bayesian multilevel linear regression and g-computation for four childcare profiles: 1) parental care or full-time care (35 hours/week) in a 2) centre-based, 3) regulated home-based or 4) unregulated home-based arrangement. RESULTS Had all participants attended centre-based care, mean BMIz in kindergarten would have been 0.38 (95% credible interval [CrI] 0.23, 0.52), which was 0.40 (95% CrI 0.14, 0.65) SD higher than regulated home-based, 0.20 (95% CrI -0.04, 0.43) SD higher than unregulated home-based and 0.36 (95% CrI 0.11, 0.60) SD higher than parental care. By 12 years, mean BMIz had increased for all childcare profiles, but differences between childcare profiles had diminished. CONCLUSIONS Although centre-based childcare was associated with an earlier rise in BMI, compared with informal care, it had no large, enduring effect, overall, or for less advantaged children, in particular.
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Affiliation(s)
- Tanya J Murphy
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, QC, Canada
| | - Jay S Kaufman
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, QC, Canada
| | - Patricia Li
- CORE, McGill University Health Centre, Pediatrics and the Research Institute of the McGill University Health Centre, Montreal, QC, Canada
| | - Russell Steele
- Department of Mathematics and Statistics, McGill University, Montreal, QC, Canada
| | - Seungmi Yang
- Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, QC, Canada
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7
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Davies C, Hendry A, Gibson SP, Gliga T, McGillion M, Gonzalez-Gomez N. Early childhood education and care (ECEC) during COVID-19 boosts growth in language and executive function. INFANT AND CHILD DEVELOPMENT 2021; 30:e2241. [PMID: 34220356 PMCID: PMC8236989 DOI: 10.1002/icd.2241] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 05/08/2021] [Accepted: 05/10/2021] [Indexed: 01/01/2023]
Abstract
High‐quality, centre‐based education and care during the early years benefit cognitive development, especially in children from disadvantaged backgrounds. During the COVID‐19 pandemic and its associated lockdowns, access to early childhood education and care (ECEC) was disrupted. We investigate how this period affected the developmental advantages typically offered by ECEC. Using parent‐report data from 189 families living in the UK, we explore associations between time spent in ECEC by 8‐to‐36‐month‐olds, their socioeconomic background, and their growth in language and executive functions between Spring and Winter 2020. Receptive vocabulary growth was greater in children who continued to attend ECEC during the period, with a stronger positive effect for children from less advantaged backgrounds. The growth of cognitive executive functions (CEFs) was boosted by ECEC attendance during the period, regardless of socioeconomic background. Our findings highlight the importance of high‐quality ECEC for the development of key skills and for levelling socioeconomic inequalities.
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Affiliation(s)
- Catherine Davies
- School of Languages, Cultures, and Societies University of Leeds Leeds UK
| | - Alexandra Hendry
- Department of Experimental Psychology University of Oxford Oxford UK
| | | | - Teodora Gliga
- School of Psychology University of East Anglia Norwich UK
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8
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Orri M, Tremblay RE, Japel C, Boivin M, Vitaro F, Losier T, Brendgen MR, Falissard B, Melchior M, Côté SM. Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study. J Child Psychol Psychiatry 2019; 60:1174-1182. [PMID: 31021429 DOI: 10.1111/jcpp.13065] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/19/2019] [Indexed: 01/19/2023]
Abstract
BACKGROUND Child-care services during early childhood provide opportunities for social interactions that may facilitate children's learning of acceptable social behaviors. Furthermore, they may reduce exposure to family adversity for some children. The aim of this study was to determine whether intensity of exposure to child-care services prior to age 5 years has a beneficial effect on disruptive behavior problems during adolescence, and whether the effect is more pronounced for children from low socioeconomic families. METHODS N = 1,588 participants from the Québec Longitudinal Study of Child Development were assessed 14 times from 5 months to 17 years. Intensity of child-care exposure was measured from 5 months to 5 years of age. Main outcomes were self-reported physical aggression and opposition from age 12 to 17 years. Family socioeconomic status (SES) was measured at 5 months. Factors explaining differences in child-care use were controlled using propensity score weights (PSW). RESULTS Children exposed to moderate-intensity child-care services (part-time child-care services before 1½ years and full time afterward) reported lower levels of physical aggression (d = -.11, p = .056) and opposition (d = -.14, p = .029) during adolescence compared to children exposed to low-intensity child-care services. A significant child care by SES interaction (p = .017) for physical aggression indicated that the moderate-intensity child-care effect was specific to children from low SES families (d = -.36, p = .002). No interaction with socioeconomic status was found for opposition. CONCLUSIONS Moderate-intensity child-care services from infancy to school entry may prevent disruptive behavior during adolescence, especially for disadvantaged children.
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Affiliation(s)
- Massimiliano Orri
- Department of Psychiatry, McGill Group for Suicide Studies, Douglas Mental Health University Institute, McGill University, Montréal, QC, Canada.,Bordeaux Population Health Research Centre, INSERM U1219, University of Bordeaux, Bordeaux, France
| | - Richard E Tremblay
- School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland.,Departments of Pediatrics and Psychology, University of Montréal, Montréal, QC, Canada
| | - Christa Japel
- Department of Education, Université du Québec à Montréal, Montréal, QC, Canada
| | - Michel Boivin
- School of Psychology, Laval University, Québec City, QC, Canada
| | - Frank Vitaro
- Department of Educational Psychology, University of Montréal, Montréal, QC, Canada
| | - Talia Losier
- Department of Social and Preventive Medicine, University of Montréal, Montréal, QC, Canada
| | - Mara R Brendgen
- Department of Psychology, Université du Québec à Montréal, Montréal, QC, Canada
| | - Bruno Falissard
- CESP, INSERM, Université Paris-Sud, UVSQ, Université Paris-Saclay, Villejuif, France
| | - Maria Melchior
- UPMC Université Paris 6, Inserm, Institut Pierre Louis d'Epidémiologie et de Santé Publique (IPLESP UMRS 1136), Sorbonne Université, Paris, France
| | - Sylvana M Côté
- Bordeaux Population Health Research Centre, INSERM U1219, University of Bordeaux, Bordeaux, France.,Department of Social and Preventive Medicine, University of Montréal, Montréal, QC, Canada
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9
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Zepf S, Seel D. Do under-3s think of day-care centers as “home from home”?: Psychoanalytic investigations into primary socialization in day-care centers taking the German situation as an example. INTERNATIONAL FORUM OF PSYCHOANALYSIS 2018. [DOI: 10.1080/0803706x.2018.1527471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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10
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Abstract
Every child is a unique individual. This individuality is evident in children exposed to psychosocial trauma or adverse childhood experiences. There exists wide variation in the way children respond to toxic stressors in their lives. Some children appear to be relatively unaffected, while others develop a variety of psychological, behavioral, and physical consequences. What is the explanation for this phenomenon? Resiliency has been suggested to explain this variation in pathology expressions in trauma-exposed children. It is vital for pediatric nurse practitioners to understand the concept of resilience. This continuing education offering will define concepts of resilience and stress, explore the neurobiology of resilience, and examine interventions that promote resilience in children.
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Muñoz JM, Braza P, Carreras R, Braza F, Azurmendi A, Pascual-Sagastizábal E, Cardas J, Sánchez-Martín JR. Daycare Center Attendance Buffers the Effects of Maternal Authoritarian Parenting Style on Physical Aggression in Children. Front Psychol 2017; 8:391. [PMID: 28377733 PMCID: PMC5359225 DOI: 10.3389/fpsyg.2017.00391] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2016] [Accepted: 03/01/2017] [Indexed: 11/13/2022] Open
Abstract
A maternal authoritarian style has been related to the development of physical aggression during childhood and later future social problems; however, not too many studies have detected other than individual or family factors that may buffer this maternal effect. This work examines whether daycare center attendance may moderate the relationships between a mother authoritarian style and physical aggression. The study sample was 72 (40 girls) kindergarten children from Spain. Parents were asked to complete two questionnaires focused on individual family characteristics and parenting styles. At age 5, children physical aggression was assessed by direct observation at playtime; aggression scores at 6 was obtained by a peer-rated questionnaire. A least squared multiple regression was performed after controlling for children’s level of physical aggression at 5, child sex and siblings. A positive contribution of maternal authoritarian style on physical aggression was detected. Daycare center attendance appears to attenuate the effect of the mother’s authoritarian style on physical aggression, only in boys.
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Affiliation(s)
- José M Muñoz
- Psychology Department, Faculty of Sciences of Education, University of Cadiz, Puerto Real Spain
| | - Paloma Braza
- Psychology Department, Faculty of Sciences of Education, University of Cadiz, Puerto Real Spain
| | - Rosario Carreras
- Psychology Department, Faculty of Sciences of Education, University of Cadiz, Puerto Real Spain
| | - Francisco Braza
- Doñana Biological Station, Spanish Council for Scientific Research Sevilla, Spain
| | - Aitziber Azurmendi
- Department of Basic Psychological Processes and their Development, Faculty of Psychology, University of the Basque Country San Sebastian, Spain
| | | | - Jaione Cardas
- Department of Psychology and Pedagogy, The Public University of Navarre Pamplona, Spain
| | - José R Sánchez-Martín
- Department of Basic Psychological Processes and their Development, Faculty of Psychology, University of the Basque Country San Sebastian, Spain
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Bulgarelli D, Molina P. Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences. Front Psychol 2016; 7:1762. [PMID: 27895605 PMCID: PMC5107579 DOI: 10.3389/fpsyg.2016.01762] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2016] [Accepted: 10/26/2016] [Indexed: 11/13/2022] Open
Abstract
Social cognition is the way in which people process, remember, and use information in social contexts to explain and predict their own behavior and that of others. Children's social cognition may be influenced by multiple factors, both external and internal to the child. In the current study, two aspects of social cognition were examined: Theory of Mind and Emotion Understanding. The aim of this study was to analyze the effects of type of early care (0-3 years of age), maternal education, parents' country of birth, and child's language on the social cognition of 118 Italian preschoolers. To our knowledge, the joint effect of these variables on social cognition has not previously been investigated in the literature. The measures used to collect social cognition and linguistic data were not parent- or teacher-reports, but based on direct assessment of the children through two standardized tests, the Test of Emotion Comprehension and the ToM Storybooks. Relationships among the variables showed a complex pattern. Overall, maternal education and linguistic competence showed a systematic effect on social cognition; the linguistic competence mediated the effect of maternal education. In children who had experienced centre-base care in the first 3 years of life, the effect of maternal education disappeared, supporting the protective role of centre-base care for children with less educated mothers. The children with native and foreign parents did not significantly differ on the social cognition tasks. Limits of the study, possible educational outcomes and future research lines were discussed.
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Affiliation(s)
- Daniela Bulgarelli
- Department of Psychology, Università degli Studi di TorinoTorino, Italy
- CHILD, Collegio Carlo AlbertoMoncalieri, Italy
| | - Paola Molina
- Department of Psychology, Università degli Studi di TorinoTorino, Italy
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13
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Berry D, Blair C, Granger DA. Child Care and Cortisol Across Infancy and Toddlerhood: Poverty, Peers, and Developmental Timing. FAMILY RELATIONS 2016; 65:51-72. [PMID: 29795709 PMCID: PMC5962281 DOI: 10.1111/fare.12184] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Evidence suggests that relations between child care and children's development-behaviorally and physiologically-likely differ between children from high-versus low-risk contexts. Using data from the Family Life Project (N = 1,155), the authors tested (a) whether within- and between-child differences in children's child care experiences (i.e., quantity, type, caregiver responsivity, and peer exposure) were predictive of their cortisol levels across infancy and toddlerhood and (b) whether these relations differed for children experiencing different levels of environmental risk. They found some evidence of such interactive effects. For children from high-risk contexts, within-child increases in child care hours were predictive of cortisol decreases. The inverse was evident for children from low-risk contexts. This relation grew across toddlerhood. Whereas a history of greater center-based child care was predictive of heightened cortisol levels for low-risk families, this was not the case for children from high-risk families. Irrespective of risk, greater peer exposure (between children) was associated with lower cortisol levels.
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Berry D, Blair C, Willoughby M, Garrett-Peters P, Vernon-Feagans L, Mills-Koonce WR. Household Chaos and Children's Cognitive and Socio-Emotional Development in Early Childhood: Does Childcare Play a Buffering Role? EARLY CHILDHOOD RESEARCH QUARTERLY 2016; 34:115-127. [PMID: 29720785 PMCID: PMC5926246 DOI: 10.1016/j.ecresq.2015.09.003] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Evidence suggests that household chaos is associated with less optimal child outcomes. Yet, there is an increasing indication that children's experiences in childcare may buffer them against the detrimental effects of such environments. Our study aims were to test: (1) whether children's experiences in childcare mitigated relations between household chaos and children's cognitive and social development, and (2) whether these (conditional) chaos effects were mediated by links between chaos and executive functioning. Using data from The Family Life Project (n = 1,235)-a population-based sample of families from low-income, rural contexts-our findings indicated that household disorganization in early childhood was predictive of worse cognitive and social outcomes at approximately age five. However, these relations were substantially attenuated for children attending greater childcare hours. Subsequent models indicated that the conditional associations between household disorganization and less optimal outcomes at age five were mediated by conditional links between disorganization and less optimal executive functioning.
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Affiliation(s)
- Daniel Berry
- Department of Educational Psychology, Division of Child Development, College of Education #230B, University of Illinois, Urbana-Champaign, 1310. S. Sixth St. Champaign, IL 61820
| | - Clancy Blair
- Department of Applied Psychology, 246 Greene St, Kimball Hall, 8 floor New York University, New York, NY 10003
| | | | - Patricia Garrett-Peters
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
| | - Lynne Vernon-Feagans
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
| | - W Roger Mills-Koonce
- Frank Porter Graham Child Development Center, 521 S. Greensboro Street, CB 8185, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
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Zachrisson HD, Dearing E. Family income dynamics, early childhood education and care, and early child behavior problems in Norway. Child Dev 2015; 86:425-40. [PMID: 25345342 PMCID: PMC4376602 DOI: 10.1111/cdev.12306] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high-quality ECEC buffers children from the effects of income dynamics. In a population-based sample (N = 75,296), within-family changes in income-to-needs predicted changes in externalizing and internalizing problems (from ages 18 to 36 months), particularly for lower income children. For internalizing problems, ECEC buffered the effect of income-to-needs changes. These findings lend further support to the potential benefits of ECEC for children from lower income families.
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Affiliation(s)
- Henrik D Zachrisson
- Norwegian Institute of Public Health and The Norwegian Center for Child Behavioral Development
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16
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Bakhtari Aghdam F, Ahmadzadeh S, HassanAlizadeh Z, Ebrahimi F, Sabzmakan L, Javadivala Z. The effect of maternal employment on the elementary and junior high school students' mental health in Maku. Glob J Health Sci 2015; 7:379-85. [PMID: 25716412 PMCID: PMC4796381 DOI: 10.5539/gjhs.v7n2p379] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2014] [Revised: 08/11/2014] [Accepted: 02/24/2015] [Indexed: 11/18/2022] Open
Abstract
Background and Objective: Most experts view the childhood period as a foundation for shaping the individuals’ fundamental future characteristics and behaviors. They believe that parents’ personality and behavior quality exert a greater effect on the development of a child’s personality than other factors. Given the mothers’ role in children’s mental health and considering the fact that children are a nation’s future makers, the present study was designed to investigate the impact of maternal employment on students’ mental health in Maku. Materials and Methods: The present study is descriptive and cross-sectional, and the population of the study encompasses all students in the fifth, sixth, and seventh grades (n=583) who are studying in 2013-2014 academic year in Maku. General Heath Questionnaire was employed for gathering data, and the SPSS software was used for analyzing the data. Findings: The results of the study indicated that there was a significant difference between the mental health problems, somatic problems, social functioning, anxiety, and depression of the students with employed and non-employed mothers. In other words, the students with non-working mothers experienced greater mental disorders than those with working mothers. Conclusion: According to the findings of this study, it can be concluded that children with working mothers showed a better mental health than non-working mothers’ children.
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Bérard A, Sheehy O. [Quebec Pregnancy Cohort: prevalence of medication use during gestation and pregnancy outcomes]. Therapie 2014; 69:71-81. [PMID: 24698191 DOI: 10.2515/therapie/2014011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2013] [Accepted: 09/17/2013] [Indexed: 11/20/2022]
Abstract
OBJECTIVE Many women are exposed to medications during pregnancy. The Quebec Pregnancy Cohort (QPC) is a prospective population-based cohort which includes all data on pregnancies and children between January 1997 and December 2008. METHODS We linked four administrative databases in Quebec, Canada: RAMQ (medical and pharmaceutical), MED-ECHO (hospitalizations), ISQ (births/deaths), and MELS (Ministry of Education). Pregnancies included were covered by the Quebec prescription drug insurance plan (36% of women aged 15-45 years) from 12 months prior until the end of pregnancy. RESULTS We analyzed 97,680 pregnancies. Prevalence of medication use was 74% pre-pregnancy, 56% during pregnancy, and 80% post-pregnancy. Most frequently used medications during pregnancy were antibiotics (47%), antiemetic drugs (23%), and non-steroïdal anti-inflammatory drugs (NSAIDs) [17%]. Medication users were more likely to have spontaneous abortions, preterm births, children with congenital malformations and postpartum depression than non-users (p<0.01). CONCLUSION Medications are commonly used during pregnancy. The QPC is a powerful tool for perinatal pharmacoepidemiological research.
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Affiliation(s)
- Anick Bérard
- Faculté de Pharmacie, Université de Montréal, Montréal, Québec, Canada - Centre de Recherche, CHU Sainte-Justine, Montréal, Québec, Canada
| | - Odile Sheehy
- Centre de Recherche, CHU Sainte-Justine, Montréal, Québec, Canada
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Bérard A, Sheehy O. The Quebec Pregnancy Cohort--prevalence of medication use during gestation and pregnancy outcomes. PLoS One 2014; 9:e93870. [PMID: 24705674 PMCID: PMC3976411 DOI: 10.1371/journal.pone.0093870] [Citation(s) in RCA: 73] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2013] [Accepted: 03/10/2014] [Indexed: 11/20/2022] Open
Abstract
PURPOSE We evaluated the potential and the validity of the Quebec Pregnancy Cohort (QPC) as a research tool in perinatal pharmacoepidemiology. METHODS The QPC was built by linking four administrative databases: RAMQ (medical and pharmaceutical data), Med-Echo (hospitalizations), ISQ (births/deaths), and MELS (Ministry of Education data). A self-administered questionnaire was sent to a random sample of women to collect lifestyle information. The QPC includes data on all pregnancies of women covered by the Quebec provincial prescription drug insurance between 1998 and 2008. Date of entry in the QPC is the first day of pregnancy, and women are followed during and after pregnancy; children are followed after birth up until 2009. The prevalence of prescribed medications before, during and after pregnancy was compared between time-window. Pregnancy outcomes were also estimated among pregnancies ending with a live born infant. RESULTS The QPC included 289,688 pregnancies of 186,165 women. Among them, 167,398 ended with a delivery representing 19.4% of all deliveries occurring in the Province of Quebec between 1998-2009. The total frequency of abortions was 35.9% in the QPC comparable to the 36.4% observed in the Province of Quebec. The prevalence of prescribed medication use was 74.6%, 59.0%, and 79.6% before, during and after pregnancy, respectively. Although there was a statistically significant decrease in the proportion of use once the pregnancy was diagnosed (p<.01), post-pregnancy prescribed medication use returned above the pre-pregnancy level. The prevalence of pregnancy outcomes found in the QPC were similar to those observed in the Province of Quebec. CONCLUSION The QPC is an excellent tool for the study of the risk and benefit of drug use during the perinatal period. This cohort has the advantage of including a validated date of beginning of pregnancy giving the possibility of assigning the exact gestational age at the time of maternal exposure.
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Affiliation(s)
- Anick Bérard
- Faculty of Pharmacy, University of Montreal, Montreal, Quebec, Canada
- Research Center, CHU Ste-Justine, Montreal, Quebec, Canada
| | - Odile Sheehy
- Research Center, CHU Ste-Justine, Montreal, Quebec, Canada
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19
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Abstract
Human infancy has been studied as a platform for hypothesis and theory testing, as a major physiological and psychological adjustment, as an object of adults' effects as well as a source of effects on adults, for its comparative value, as a stage of life, and as a setting point for the life course. Following an orientation to infancy studies, including previous reviews and a discussion of the special challenges infants pose to research, this article focuses on infancy as a foundation and catalyst of human development in the balance of the life course. Studies of stability and prediction from infancy illustrate the depth and complexity of modern research on infants and provide a long-awaited reply to key philosophical and practical questions about the meaningfulness and significance of infancy.
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Affiliation(s)
- Marc H Bornstein
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Public Health Service, Bethesda, Maryland 20892;
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20
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Burchinal MR, Lowe Vandell D, Belsky J. Is the prediction of adolescent outcomes from early child care moderated by later maternal sensitivity? Results from the nichd study of early child care and youth development. Dev Psychol 2013; 50:542-53. [PMID: 23937381 DOI: 10.1037/a0033709] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Longitudinal data are used to examine whether effects of early child care are amplified and/or attenuated by later parenting. Analyses tested these interactions using parenting as both a categorical and continuous variable to balance power and flexibility in testing moderation. The most consistent finding was that maternal sensitivity during adolescence accentuated the association between child care quality and adolescent academic-cognitive skills at age 15 years when maternal sensitivity during adolescence was high. This interaction was obtained in analyses with maternal sensitivity as both a categorical and continuous variable. Relations between early child care hours and adolescent behavioral outcomes also were moderated by maternal sensitivity, with longer child care hours predicting more impulsivity and externalizing at age 15 when maternal sensitivity during middle childhood, scored as a categorical variable, was low to moderate and when maternal sensitivity during adolescence, scored as a continuous variable, was lower. These findings suggest that some child care effects are moderated by subsequent parenting and that this moderation may take both linear and nonlinear forms.
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Affiliation(s)
- Margaret R Burchinal
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | | | - Jay Belsky
- Department of Human Ecology, University of California
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21
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Pubertal timing and depressive symptoms in late adolescence: The moderating role of individual, peer, and parental factors. Dev Psychopathol 2013; 25:455-71. [DOI: 10.1017/s0954579412001174] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
AbstractThis longitudinal study examined personal-accentuation and contextual-amplification models of pubertal timing. In these models, individual and contextual risk factors during childhood and adolescence can magnify the effects of early or late puberty on depression symptoms that occur years later. The moderating role of prepubertal individual factors (emotional problems in late childhood) and interpersonal factors (deviant peer affiliation, early dating, perceived peer popularity, and perceived parental rejection during adolescence) were tested. A representative sample of 1,431 Canadian adolescents between 10–11 and 16–17 years of age was followed biannually. In line with the personal-accentuation model, early puberty has been shown to be a predictor for depression in both girls and boys who presented emotional problems in childhood. This effect was also noted for late maturing boys. Consistent with the contextual-amplification model, early puberty predicted later depression in youth who perceived greater parental rejection. Interpersonal experiences such as early dating in girls and deviant peer affiliation in boys predicted depression in early maturers as well. For girls, early dating was also found to be amplified by childhood emotional problems. In line with biopsychosocial models, results indicate that the effect of pubertal timing on depressive symptoms must be conceptualized through complex interactions between characteristics of adolescents' interpersonal relationships and prepubertal vulnerabilities.
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Abstract
BACKGROUND It is a universal finding that there is huge heterogeneity in people's responses to all kinds of stress and adversity. Resilience is an interactive phenomenon that is inferred from findings indicating that some individuals have a relatively good outcome despite having experienced serious adversities. METHODS Resilience can only be inferred if there has been testing of environmental mediation of risks and quantification of the degree of risk. The use of 'natural experiments' to test environmental mediation is briefly discussed. The literature is then reviewed on features associated with resilience in terms of (a) those that are neutral or risky in the absence of the risk experience (such as adoption); (b) brief exposure to risks and inoculation effects; (c) mental features (such as planning, self-regulation or a sense of personal agency); (d) features that foster those mental features; (e) turning point effects; (f) gene-environment interactions; (g) social relationships and promotive effects; and (h) the biology of resilience. RESULTS Clinical implications are considered with respect to (a) conceptual implications; (b) prevention; and (c) treatment. CONCLUSION Resilience findings do not translate into a clear programme of prevention and treatment, but they do provide numerous leads that focus on the dynamic view of what may be involved in overcoming seriously adverse experiences.
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Affiliation(s)
- Michael Rutter
- MRC Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, UK.
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23
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Solheim E, Wichstrøm L, Belsky J, Berg-Nielsen TS. Do Time in Child Care and Peer Group Exposure Predict Poor Socioemotional Adjustment in Norway? Child Dev 2013; 84:1701-15. [DOI: 10.1111/cdev.12071] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Elisabet Solheim
- Norwegian University of Science and Technology and NTNU Social Research
| | - Lars Wichstrøm
- Norwegian University of Science and Technology and NTNU Social Research
| | - Jay Belsky
- University of California-Davis; King Abdulaziz University and; Birkbeck University of London
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24
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Côté SM, Doyle O, Petitclerc A, Timmins L. Child care in infancy and cognitive performance until middle childhood in the millennium cohort study. Child Dev 2013; 84:1191-208. [PMID: 23331073 DOI: 10.1111/cdev.12049] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
This study used a British cohort (n = ∼13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center-based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete-case approaches.
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25
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Abstract
Risiken in der Familie werden unter dem Blickwinkel der elterlichen Erziehungskompetenz und Sensitivität für die Bedürfnisse von Kindern betrachtet. Als besondere Belastungen in der kindlichen Entwicklung sind Misshandlungen/Missbrauch durch die eigenen Eltern und psychische Krankheiten der Eltern anzuführen. Solche Extremsituationen für Kinder können durch neue familienorientierte Behandlungsansätze in ihren Auswirkungen begrenzt werden. Die Kenntnis von familiären Risikofaktoren ermöglicht auch den Einsatz von Präventionsmaßnahmen.
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Affiliation(s)
- Ulrike Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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26
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Linkert C, Bäuerlein K, Stumpf E, Schneider W. Effekte außerfamiliärer Betreuung im Kleinkindalter auf die Bindungssicherheit und die sozial-emotionale Entwicklung. KINDHEIT UND ENTWICKLUNG 2013. [DOI: 10.1026/0942-5403/a000093] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Dieser Artikel gibt eine Übersicht über den aktuellen Forschungsstand zu den Effekten früher außerfamiliärer Betreuung auf die Bindungssicherheit und die sozial-emotionale Entwicklung. Im Mittelpunkt stehen institutionelle Rahmenbedingungen sowie familiäre Einflussfaktoren. In Abhängigkeit vom familiären Hintergrund ergeben sich unterschiedliche Implikationen für die außerfamiliäre Betreuung. Sofern bestimmte Qualitätsstandards und Rahmenbedingungen eingehalten werden, kann frühe außerfamiliäre Betreuung die Kindesentwicklung positiv beeinflussen.
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Affiliation(s)
- Christine Linkert
- Institut für Psychologie und Begabungspsychologische Beratungsstelle, Julius-Maximilians-Universität Würzburg
| | - Kerstin Bäuerlein
- Institut für Psychologie und Begabungspsychologische Beratungsstelle, Julius-Maximilians-Universität Würzburg
| | - Eva Stumpf
- Institut für Psychologie und Begabungspsychologische Beratungsstelle, Julius-Maximilians-Universität Würzburg
| | - Wolfgang Schneider
- Institut für Psychologie und Begabungspsychologische Beratungsstelle, Julius-Maximilians-Universität Würzburg
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27
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Lemay L, Bigras N, Bouchard C. Educational Daycare from Infancy and Externalizing and Internalizing Behaviors in Early Childhood: Differential Effect by Children's Vulnerability. ACTA ACUST UNITED AC 2012. [DOI: 10.1016/j.sbspro.2012.09.485] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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28
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Lekhal R. Do type of childcare and age of entry predict behavior problems during early childhood? Results from a large Norwegian longitudinal study. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2012. [DOI: 10.1177/0165025411431409] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Associations between type and age of entry into Norwegian universally-accessible childcare and children’s behavior problems at age 3 years were examined in this study. Data from 73,068 children in the large population-based, prospective Norwegian Mother and Child Cohort Study (MoBa) were used, and included information about childcare arrangements, behavior problems, and a variety of covariates. The results provided little support for childcare being related to children’s behavior problems at age 3 years when controlling for covariates. In fact, previous research has indicated that children may benefit from Norway’s childcare in other areas, such as language development. Results are discussed in relation to differences in countries' early childhood policies as a possible factor explaining discrepancies across studies.
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29
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Averdijk M, Besemer S, Eisner M, Bijleveld C, Ribeaud D. The relationship between quantity, type, and timing of external childcare and child problem behaviour in Switzerland. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1080/17405629.2011.571846] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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30
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Zhai F, Brooks-Gunn J, Waldfogel J. Head Start and urban children's school readiness: a birth cohort study in 18 cities. Dev Psychol 2011; 47:134-52. [PMID: 21244155 DOI: 10.1037/a0020784] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We used longitudinal data from a birth cohort study, the Fragile Families and Child Wellbeing Study, to investigate the links between Head Start and school readiness in a large and diverse sample of urban children at age 5 (N = 2,803; 18 cities). We found that Head Start attendance was associated with enhanced cognitive ability and social competence and reduced attention problems but not reduced internalizing or externalizing behavior problems. These findings were robust to model specifications (including models with city-fixed effects and propensity-scoring matching). Furthermore, the effects of Head Start varied by the reference group. Head Start was associated with improved cognitive development when compared with parental care or other nonparental care, as well as improved social competence (compared with parental care) and reduced attention problems (compared with other nonparental care). In contrast, compared with attendance at pre-kindergarten or other center-based care, Head Start attendance was not associated with cognitive gains but with improved social competence and reduced attention and externalizing behavior problems (compared with attendance at other center-based care). These associations were not moderated by child gender or race/ethnicity.
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Affiliation(s)
- Fuhua Zhai
- School of Social Welfare, Stony Brook University, L2-093 Health Sciences Center, Stony Brook, NY 11794-8231, USA.
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31
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Jaffee SR, Van Hulle C, Rodgers JL. Effects of nonmaternal care in the first 3 years on children's academic skills and behavioral functioning in childhood and early adolescence: a sibling comparison study. Child Dev 2011; 82:1076-91. [PMID: 21679176 DOI: 10.1111/j.1467-8624.2011.01611.x] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Nonmaternal care of infant children is increasingly common, but there is disagreement as to whether it is harmful for children. Using data from 9,185 children (5 years and older) who participated in the Children of the National Longitudinal Survey of Youth, the current study compared 2 groups: those for whom nonmaternal care was initiated in the first 3 years and those for whom it was not. Between-family comparisons showed that early nonmaternal care was associated with higher achievement and lower behavior problem scores in childhood and adolescence. However, within-family comparisons failed to detect differences between siblings who had different early nonmaternal care experiences. The study concludes that the timing of entry to nonmaternal care in the first 3 years has neither positive nor negative effects on children's outcomes.
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Affiliation(s)
- Sara R Jaffee
- Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, London, UK.
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32
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Bekkhus M, Rutter M, Barker ED, Borge AIH. The role of pre- and postnatal timing of family risk factors on child behavior at 36 months. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2011; 39:611-21. [PMID: 21181435 PMCID: PMC3079826 DOI: 10.1007/s10802-010-9477-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Children growing up in disharmonious families with anxious/depressed mothers are at risk for emotional and behavioral difficulties, however whether these associations reflect postnatal environment, prenatal exposure, or an overall liability is still unclear. This study used prospectively collected data from 24,259 participants of the Norwegian Mother and Child Cohort Study (MoBa). Mothers reported on anxiety/depression and family disharmony twice in pregnancy and twice post pregnancy, as well as on their child's physical aggression and crying behavior at age 36 months. First, results from an autoregressive cross-lagged model showed a substantial stability in both maternal anxiety/depression and family disharmony from pregnancy to 18 months postnatal, but there was no indication that family disharmony led to maternal anxiety/depression, or the other way around. Second, structural equation models further suggests that the main risk derived from an overall liability, that is, a lasting effect of family risks that spanned the two time periods.
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Affiliation(s)
- Mona Bekkhus
- Department of Psychology, University of Oslo, Blindern, Oslo, Norway.
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33
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Abstract
Children growing up in the United States today typically spend a substantial portion of their early childhood years in early care and education (ECE) settings. These settings are thus an essential element of any effort to understand the ecology of early development. Research aimed at identifying the short- and long-term impacts of ECE experiences has a long history, the results of which now point to three key conclusions. (a) Although parents are the most important influence on children's development, ECE experiences have both short- and long-term impacts on a wide range of developmental outcomes that are best understood in interaction with family effects. (b) The quality of adult-child interactions in ECE settings is the most potent source of variation in child outcomes, although the amount of exposure to these settings also plays a role, perhaps especially with regard to social-emotional development. (c) Some children, notably those growing up in poverty, appear to be more vulnerable to variation in the quality of ECE settings than do other children. The frontiers of ECE research are addressing individual differences in children's responses to child care and approaching these settings both as sites for intervention research and as part of a wider web of important settings in young children's lives.
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Affiliation(s)
- Deborah A Phillips
- Department of Psychology, Georgetown University, Washington, DC 20057, USA.
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34
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Vandell DL, Belsky J, Burchinal M, Steinberg L, Vandergrift N. Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Dev 2010; 81:737-56. [PMID: 20573102 DOI: 10.1111/j.1467-8624.2010.01431.x] [Citation(s) in RCA: 211] [Impact Index Per Article: 15.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Relations between nonrelative child care (birth to 4(1/2) years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15, with escalating positive effects at higher levels of quality. The association between quality and achievement was mediated, in part, by earlier child-care effects on achievement. High-quality early child care also predicted youth reports of less externalizing behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15, relations that were partially mediated by earlier child-care effects on externalizing behaviors.
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Affiliation(s)
- Deborah Lowe Vandell
- Department of Education, University of California,3200 Education Building, Irvine, CA 92697, USA.
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35
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Adi-Japha E, Klein PS. Relations between parenting quality and cognitive performance of children experiencing varying amounts of childcare. Child Dev 2009; 80:893-906. [PMID: 19489910 DOI: 10.1111/j.1467-8624.2009.01304.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Associations between parenting quality and 3-year-olds' school readiness, receptive, and expressive language were examined in relation to the amount of time they spent in childcare, based on data from the NICHD Study of Early Child Care and Youth Development (N = 1,364). Associations for school readiness and receptive language were stronger among children who experienced medium amounts of childcare than among children who experienced high amounts of childcare, and they were not weaker than among children who experienced primarily maternal care. Contrary to expectations, the association between parenting quality and school readiness among children who experienced medium amounts of childcare was significantly stronger than among children who experienced predominantly maternal care.
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Affiliation(s)
- Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel.
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36
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Abstract
BACKGROUND Inconsistencies regarding developmental effects of non-maternal childcare may be caused by neglecting the possibility that children are differentially susceptible towards such experiences. METHOD Interactions between difficult/negative child temperament and childcare type, quantity, and quality on teacher-rated behavior problems and social competence at 54 months and in kindergarten were investigated via multiple regression using data from the NICHD Study of Early Child Care. RESULTS Childcare quality interacted with infant negativity in predicting behavior problems and social competence, whereas effects of quantity and type were independent of child temperament. Consistent with Belsky's (1997) differential susceptibility hypothesis, children with difficult temperaments as infants exhibited both more behavior problems when faced with low quality care and fewer when experiencing high quality care than children with easy temperaments. CONCLUSIONS Negatively-emotional infants appear to be more affected by the quality of care they experience - both negatively and positively - than other young children.
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Affiliation(s)
- Michael Pluess
- Institute for the Study of Children, Families and Social Issues, Birkbeck University of London, London, UK
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