The (Limited) Contribution of Early Childcare Arrangements to Social and Academic Development among Canadian Children

Autor/inn/en	Garon-Carrier, Gabrielle; Bégin, Vincent
Titel	The (Limited) Contribution of Early Childcare Arrangements to Social and Academic Development among Canadian Children
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1855-1865 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001257
Schlagwörter	Child Care Centers; Child Caregivers; Attendance; Correlation; Social Development; Academic Achievement; Preschool Children; Adolescents; Longitudinal Studies; Behavior Problems; Anxiety; Depression (Psychology); Hyperactivity; Mathematics Skills; Low Income Groups; Family Environment; At Risk Persons; Parent Role; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Anwesenheit; Korrelation; Soziale Entwicklung; Schulleistung; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Angst; Hyperaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Familienmilieu; Risikogruppe; Parental role; Elternrolle; Ausland; Kanada
Abstract	This study examined the longitudinal contribution of four different childcare arrangements attended during the preschool years to social behaviors and academic achievement up to age 15 years. Children participating in a Canadian longitudinal survey with available information on childcare attendance between ages 3 and 5 years (N = 6,852) were measured on multiple social behaviors (hyperactivity/inattention, depression/anxiety, disruptive behaviors) and academic outcomes (mathematic skills, academic achievement) across both childhood and adolescence. We conducted a propensity score matching analysis to control the selection bias for childcare attendance and performed generalized estimating equation models for panel data among matched groups. Our results showed no clear social or academic long-term advantage for Canadian children of attending any childcare arrangement in comparison to children being exclusively cared for by their parents. In contrast, children attending daycare centers had higher levels of hyperactivity/inattention until the age of 15 years. Children also had lower mathematic skills if attending daycare centers or informal childcare at preschool age, but this effect dissipated from childhood to adolescence. Interestingly, children from low-income families had higher levels of depression/anxiety if being cared for at home by someone other than their parents or relatives. This finding supports the dual-risk hypothesis suggesting that children from already impoverished families and attending informal childcare in their own home are at greater risk for internalizing difficulties. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01