Early Child Care Effects on Later Behavioral Outcomes Using a Canadian Nation-Wide Sample

Abstract

This study investigated the effects of child care type, quantity, and quality on later behavioral outcomes (e.g., hyperactivity-inattention, internalizing behavior). We used data from the Canadian National Longitudinal Survey of Children and Youth to examine child care characteristics for children 0-11 months who were using child care (N = 365). Multiple regressions tested the impact of child care, while taking into account child and family variables, on behavioral outcomes at 6-7 years. Interactions between child care and family variables also were tested. Findings indicated that a regulated child care environment was associated with positive behavioral outcomes, even six years after the start of child care. Results also demonstrated that child care quality interacts with family variables to influence behavioral outcomes.

Quantity of Group Child Care, Behavior Problems, and Prosocial Behaviors: A Study with Portuguese Preschoolers

“…Babchishin, Weegar, and Romano (2013) compared outcomes for infants in child care with those of a group not in child care, and they found that experience in center-based care predicted hyperactivity/inattention at 6-7 years of age after they controlled for process quality (e.g., caregiver use of praise) and structure quality (e.g., safe environment) of the child care centers. Vandell et al (2010) reported that after they controlled for the quality and type of care, more time in child care predicted more caregiver-reported problem behavior at age 4.5 years and more teacher-and mother-reported problem behavior in kindergarten.…”

Simulating employment and fiscal effects of public investment in high-quality universal childcare in the UK

“…A large pool of international research findings have shown that access to formal childcare-provided it is of high quality and for a significant number of hours during the week-is crucial to improving children's outcomes and life chances, even for very young toddlers and infants, especially those from more disadvantaged backgrounds (van Huizen & Plantenga, 2018;Ünver et al, 2018;Petitclerc et al, 2017;Huston et al, 2015;Sibley et al, 2015;Dearing et al, 2015;Havnes & Mogstad, 2011, 2014Lloyd & Potter, 2014;Bauchmüller et al, 2014;Babchishin et al, 2013;Li et al, 2013;Stephen et al, 2011;Penn, 2009).…”

Interculturality or Government of Childhood? Challenges of Indigenous Child Care in Colombia

“…Studies that subscribe to evaluation of quality in childcare institutions look for beneficial effects that quality programs can have on the socio-emotional and cognitive development of children (e.g., Bradley, McKelvey, & Whiteside-Mansell, 2011;Landry et al, 2014;Sosinsky & Kim, 2013;Sylva & Pugh, 2011;Thomason & La Paro, 2009). For example, studies conclude that quality early care can facilitate cognitive and language development and social relationships, improve relationships between children and their mothers, and in general lead to long-term positive outcomes in the development of children (Babchishin, Weegar, & Romano, 2013).…”