Differential Effect of Duration of Early Childcare under the Age of Three on Socio-Emotional Outcomes

Autor/inn/en	Linberg, Anja; Burghardt, Lars; Freund, Jan-David; Weinert, Sabine
Titel	Differential Effect of Duration of Early Childcare under the Age of Three on Socio-Emotional Outcomes
Quelle	In: Early Child Development and Care, 190 (2020) 16, S.2505-2519 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Linberg, Anja) ORCID (Burghardt, Lars) ORCID (Freund, Jan-David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1588891
Schlagwörter	Program Length; Time Factors (Learning); Emotional Development; Social Development; Early Childhood Education; Child Care; Family Environment; Family Characteristics; Preschool Children; Educational Environment; Personality Problems; Prosocial Behavior; Parenting Styles; Parent Child Relationship; Stress Variables; Foreign Countries; Behavior Problems; Questionnaires; Screening Tests; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Gefühlsbildung; Soziale Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Fragebogen; Screening-Verfahren; Deutschland
Abstract	International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child's life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning environment and the child on these effects remain unclear. Therefore, we investigated (a) whether the duration of ECEC is associated with child's socio-emotional outcomes and (b) whether results differ according to child's temperament and parental sensitivity by using data of the German National Educational Panel Study. Contrary to international study results, we find that, irrespective of parental sensitivity, more years spent in early childcare under the age of 3 significantly relates to lower rates of peer problems. Particularly children with a moderately difficult temperament seem to profit from attending more years in ECEC with regard to their prosocial behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01