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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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Liu L, Fan L, Hou XY, Wu CA, Yin XN, Wen GM, Sun D, Xian DX, Jiang H, Jing J, Jin Y, Chen WQ. Family Childcare Types and Conduct Problem Behaviors in Young Children: The Mediation Role of Caregiver-Child Interaction. Front Pediatr 2018; 6:217. [PMID: 30128308 PMCID: PMC6088180 DOI: 10.3389/fped.2018.00217] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Accepted: 07/16/2018] [Indexed: 01/29/2023] Open
Abstract
Background: Previous studies have demonstrated the impacts of genetic, family, and community factors on child conduct problems (CPs). However, little is understood regarding the association between family childcare types and child conduct problem behaviors, as well as whether and to what extent caregiver-child interaction mediates the above association. Methods: 9,289 children first entering kindergartens in the Longhua New District of Shenzhen, China were enrolled in this cross-sectional study. Primary caregivers were invited to fulfill a self-administered structured questionnaire containing data regarding socio-demographics, family childcare types, caregiver-child interaction, and child conduct problem behaviors (measured by the Conners' Conduct Problem Subscale). A series of multiple logistic and linear regression models were employed to assess the associations among family childcare, caregiver-child interaction, and child conduct problem behaviors. Results: Family childcare types other than by parents together (i.e., mother alone, mother with others, grandparents, or changing caregivers) were all significantly associated with higher risks of conduct problem behaviors in young children (adjusted ORs ranged from 2.18 to 2.55, and adjusted βs ranged from 0.043 to 0.073; all p < 0.05), after adjusting for confounders including child age, gender, parental education level, parental age at pregnancy, marital status, and family income. The following family childcare types (mother alone, or grandparents, or changing caregivers) vs. the childcare by parents together showed significant relative indirect effects on conduct problem behaviors through caregiver-child interaction, indicating the significant mediation effect of caregiver-child interaction on the above associations. Mediation of caregiver-child interaction on the effect of being cared by mother with others relative to care by parents together on child conduct problem behaviors was yet non-significant. Conclusions: Family childcare types other than by parents together are associated with increased risks for conduct problem behaviors in young children. Caregiver-child interaction may function as a potential mediator for the above association.
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Affiliation(s)
- Li Liu
- Guangzhou Key Laboratory of Environmental Pollution and Health Assessment, Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Lijun Fan
- Guangzhou Key Laboratory of Environmental Pollution and Health Assessment, Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Xiang-Yu Hou
- School of Public Health and Social Work, Australia China Centre for Public Health, Queensland University of Technology, Brisbane, QLD, Australia
| | - Chuan-An Wu
- Women's and Children's Hospital of Longhua New District of Shenzhen, Shenzhen, China
| | - Xiao-Na Yin
- Women's and Children's Hospital of Longhua New District of Shenzhen, Shenzhen, China
| | - Guo-Min Wen
- Women's and Children's Hospital of Longhua New District of Shenzhen, Shenzhen, China
| | - Dengli Sun
- Women's and Children's Hospital of Longhua New District of Shenzhen, Shenzhen, China
| | - Dan-Xia Xian
- Women's and Children's Hospital of Longhua New District of Shenzhen, Shenzhen, China
| | - Hui Jiang
- Guangzhou Key Laboratory of Environmental Pollution and Health Assessment, Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Jin Jing
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Yu Jin
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Wei-Qing Chen
- Guangzhou Key Laboratory of Environmental Pollution and Health Assessment, Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China.,Department of Information Management, Xinhua College, Sun Yat-sen University, Guangzhou, China
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Ribeiro LA, Zachrisson HD. Peer Effects on Aggressive Behavior in Norwegian Child Care Centers. Child Dev 2017; 90:876-893. [PMID: 28929483 DOI: 10.1111/cdev.12953] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study examined whether exposure to changes in peer aggression predicted changes in child physical aggression (PA) in preschool children attending Norwegian Early Childhood Education and Care (ECEC) centers. Data from the Behavior Outlook Norwegian Developmental Study were used, including 956 children. In fixed effects models, within-child changes in exposure to peer aggression predicted changes in teacher-rated child PA across ages 2, 3, and 4. Moreover, changes in exposure to a peer group with two or more externalizing children increased teacher-rated child PA over time, but only for boys. No significant peer effects on parent-rated child PA were found. Findings point to the importance of avoiding the congregation of several problematic children, particularly boys, in the same ECEC groups.
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Dearing E, Zachrisson HD, Nærde A. Age of Entry Into Early Childhood Education and Care as a Predictor of Aggression. Psychol Sci 2015; 26:1595-607. [DOI: 10.1177/0956797615595011] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2014] [Accepted: 06/16/2015] [Indexed: 11/15/2022] Open
Abstract
Socioemotional risks associated with nonparental care have been debated for decades, and research findings continue to be mixed. Yet few studies have been able to test the causal hypothesis that earlier, more extensive, and longer durations of nonmaternal care lead to more problems. To examine the consequences of age of entry into nonparental care for childhood aggression, we used prospective longitudinal data from Norway, where month of birth partly determines age of entry into Early Childhood Education and Care (ECEC) centers. In this sample of 939 children followed from ages 6 months through 4 years, ECEC teachers reported the children’s aggression when they were 2, 3, and 4 years old. We found some evidence that age of entry into ECEC predicted aggression at age 2, albeit modestly and not robustly. Between the ages of 2 and 4 years, the effect of age of entry on aggression faded to negligible levels. The implications for psychological science and policy are discussed.
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Affiliation(s)
- Eric Dearing
- Department of Counseling, Developmental, and Educational Psychology, Boston College
- Norwegian Center for Child Behavioral Development, University of Oslo
| | - Henrik Daae Zachrisson
- Norwegian Center for Child Behavioral Development, University of Oslo
- Center for Educational Measurement, Faculty of Educational Sciences, University of Oslo
| | - Ane Nærde
- Norwegian Center for Child Behavioral Development, University of Oslo
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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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