Child Care in Infancy and Cognitive Performance Until Middle Childhood in the Millennium Cohort Study

Côté, Sylvana M.; Doyle, Orla; Petitclerc, Amélie; Timmins, Lori

doi:10.1111/cdev.12049

Cited by 51 publications

(48 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The questions at age five aimed to repair the history of attending early education and day care settings, which almost all the cohort experienced, given new policy to provide free, part-day nursery education. MCS has been used to relate the arrangements at nine months to child outcomes (Coté, Doyle, Petitclerc & Timmins, 2013;Hansen & Hawkes, 2006). There is evidence of early education raising the academic achievement of seven year olds, but only among children from poor families (George, Stokes & Wilkinson, 2012).…”

Section: Childcarementioning

confidence: 99%

The Millennium Cohort Study: the making of a multi-purpose resource for social science and policy

Joshi¹,

Fitzsimons²

2016

LLCS

147

112

View full text Add to dashboard Cite

show abstract

Section: Childcarementioning

confidence: 99%

The Millennium Cohort Study: the making of a multi-purpose resource for social science and policy

Joshi¹,

Fitzsimons²

2016

LLCS

147

112

View full text Add to dashboard Cite

show abstract

“…There are however some limitations of these studies, such that child outcomes were assessed only up to three years old; and the impact of maternal stimulation was not compared among different types of childcare arrangements. The impact of family socio-economic status (SES) on both childcare and child outcomes is consistent across studies [3,5,18]. High SES families tend to use more childcare at an early age.…”

Section: The Role Of Family Context and Child Characteristicsmentioning

confidence: 82%

Patterns of Childcare Arrangements and Cognitive Development

Eryigit-Madzwamuse

Barnes

2014

J Child Adolesc Behav

View full text Add to dashboard Cite

Objectives: The current study investigated (a) whether identifiable patterns of childcare arrangements from birth to 51 months exist and (b) whether these patterns moderate cognitive development from 18 months to 51 months in relation to maternal stimulation of language and infant difficult temperament controlling for SES and child gender. Methods:Of the 1201 who participated in the Families, Children Childcare Study, 978 were included in the current study. Data were collected when children were 3, 18, 36 and 51 months old regarding their mother-reported childcare arrangements, mother-reported child temperament and objective tests of cognitive and language abilities.Results: Six prevailing patterns of childcare arrangements were identified. Variations were found across these in predicting cognitive development. For all types, cognitive ability at 18 months influenced language ability at 36 months, which in turn influenced cognitive ability at 51 months. Cognitive scores at 18 months were directly and significantly influential on cognitive ability at 51 months only in the 'maternal to centre-based care' and 'multi types' patterns of childcare. Early and ongoing centre-based care predicted higher language ability at 36 months but its impact was not evident at 51 months. When girls entered centre-based care after they were 3 years old, their cognitive scores were negatively influenced. Low family SES was a risk factor for language ability at 36 months when children were not introduced to any non-parental care before the age of three years. Conclusion:This study helped to understand that the particular childcare pathway from birth to the start of school interacts with family and child factors to contribute to child cognitive outcomes at 51 months. This information should be relevant to families as they make decisions about when to start or stop different types of child care during infancy and preschool years.

show abstract

“…Young children from an ethnic minority group (in the UK and Canada), and from low-income families (in Canada) were more likely than their peers to be in center-based care than other types of settings. This is encouraging since the clearest benefits of ECEC have been found in center-based settings (Côté et al 2013;NICHD Early Child Care Research Network 2000). Nevertheless, the overall rates of center-based ECEC use were low in the USA, UK and Canada, compared to the Netherlands and Norway.…”

Section: Socioeconomic Selection Into Center-vs Non-center Ecec Settmentioning

confidence: 82%

“…The SES-related gap in ECEC participation is cause for concern at least for Canada, the UK, the USA, and Norway, where studies have found children of lower-SES families to benefit the most from ECEC or maternal employment, in terms of their cognitive, behavioral, language, and academic development (Côté et al , 2013Geoffroy et al 2007Geoffroy et al , 2010Goldberg et al 2008;Lucas-Thompson et al 2010;Zachrisson and Dearing 2015). Our results would indicate that governments should concentrate on reducing the barriers for low-income or low-educated parents who wish to use ECEC, e.g., by making subsidies accessible to unemployed parents, more transparent, and directly payable to service providers (Stewart et al 2014).…”

Section: Socioeconomic Selection Into Ececmentioning

confidence: 99%

“…This socioeconomic selection into ECEC raises important concerns about equal opportunities for children's early development. Moreover, research suggests that children from the most disadvantaged socioeconomic backgrounds are most likely to benefit from participating in ECEC (Côté et al , 2013Geoffroy et al 2007Geoffroy et al , 2010, and particularly center-based ECEC (Côté et al 2013;Gregg et al 2005;Loeb et al 2004). Thus, in order to help reduce inequalities in children's development, it is important to identify which policies can help minimize socioeconomic selection into ECEC services.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts

Petitclerc

Côté

Doyle

et al. 2017

ICEP

Self Cite

View full text Add to dashboard Cite

Growing evidence suggests that children's participation in early childhood education and care (ECEC), especially center-based services, is associated with positive outcomes, particularly for children over one year of age and children of low socioeconomic backgrounds. This signals an important opportunity for reducing socioeconomic disparities in young children's development. Many western countries have adopted policies to encourage maternal employment, facilitate ECEC service use, or both, often focusing on disadvantaged families. Yet few studies to date have tested the impact of these policies for reducing socioeconomic selection into ECEC. This study integrates data from five cohorts of children living in different western, high-income countries (UK, USA, Netherlands, Canada, and Norway; total N = 21,437). We compare participation rates and socioeconomic selection into ECEC across the different policy contexts in infancy (5-9 months) and early childhood (36-41 months). Policy environments where parents had access to at least 6 months of paid maternity/parental leave had lower ECEC participation in infancy but higher participation in early childhood. Higher participation rates were also associated with universal ECEC subsidies (i.e., not targeted to low-income families). In general, low income, low maternal education and having more than one child were associated with reduced use of ECEC. Selection effects related to low income and number of children were reduced in countries with universal ECEC subsidies when out-of-pocket fees were income-adjusted or reduced for subsequent children, respectively. Most socioeconomic selection effects were reduced in Norway, the only country to invest more than 1% of its GDP into early childhood. Nevertheless, low maternal education was consistently associated with reduced use of ECEC services across all countries. Among families using services however, there were few selection effects for the type of ECEC setting (center-based vs. non-center-based), particularly in early childhood. In sum, this comparative study suggests wide variations in ECEC participation that can be linked to the policy context, and highlights key policy elements which may reduce socioeconomic disparities in ECEC use.

show abstract

Child Care in Infancy and Cognitive Performance Until Middle Childhood in the Millennium Cohort Study

Cited by 51 publications

References 82 publications

The Millennium Cohort Study: the making of a multi-purpose resource for social science and policy

The Millennium Cohort Study: the making of a multi-purpose resource for social science and policy

Patterns of Childcare Arrangements and Cognitive Development

Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy contexts

Contact Info

Product

Resources

About