Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study

Sylva, Κathy; Stein, Alan; Leach, Penelope; Barnes, Jacqueline; Malmberg, Lars‐Erik

doi:10.1348/026151010x533229

Cited by 96 publications

(104 citation statements)

References 58 publications

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“…Similarly, Sylva et al14 reported that mothers with higher levels of education choose school environments that are richer in stimuli for child development, as they understand the day care center as an important environment for development, and not just a child-care place during their working time. Regarding the socioeconomic factor, there was no correlation with the child's performance, although it is a risk factor well described in the literature 8…”

Section: Discussionmentioning

confidence: 99%

Impact of extrinsic factors on fine motor performance of children attending day care

Corsi

Santos

Marques

et al. 2016

Revista Paulista de Pediatria (English Edition)

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Objective:To assess the impact of extrinsic factors on fine motor performance of children aged 2-years old.Methods:73 children attending public and 21 private day care centers were assessed. Day care environment was evaluated using the Infant/Toddler Environment Rating Scale-Revised Edition (ITERS-R), fine motor performance was assessed through the Bayley Scales of Infant and Toddler Development-III (BSITD-III), socioeconomic data, maternal education and time of start at the day care were collected through interviews. Spearman's correlation coefficient was calculated to assess the association between the studied variables.Results:The time at the day care was positively correlated with the children's performance in some fine motor tasks of the BSITD-III, showing that the activities developed in day care centers were important for the refinement of specific motor skills, while the overall fine motor performance by the scale was associated with maternal education and the ITERS-R scale sub-item “language and understanding”.Conclusions:Extrinsic factors such as higher maternal education and quality of day care centers are associated with fine motor performance in children attending day care.

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Section: Discussionmentioning

confidence: 99%

Impact of extrinsic factors on fine motor performance of children attending day care

Corsi

Santos

Marques

et al. 2016

Revista Paulista de Pediatria (English Edition)

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“…The longitudinal analysis of amount of time spent in non-maternal childcare showed inconsistent findings; some suggested significant association with child cognitive outcomes [13], some others did not [2,5,6,9]. Significant associations were found when types of childcare were examined separately.…”

Section: Patterns Of Childcare and Cognitive Developmentmentioning

confidence: 99%

“…Significant associations were found when types of childcare were examined separately. Attending centre-based childcare predicted higher cognitive ability as early as 18 months [5] and at age three [3]. Some other studies, however, found no significant relation between early centre-based childcare and later cognitive ability [2,14].…”

Section: Patterns Of Childcare and Cognitive Developmentmentioning

confidence: 99%

“…The impact of childcare on cognitive development has been widely examined [1][2][3][4][5]. A UK-based study [5], using average amount of nonmaternal childcare per week, showed that early childcare, especially centre-based care, predicted greater cognitive ability at 18 months.…”

Section: Introductionmentioning

confidence: 99%

“…A UK-based study [5], using average amount of nonmaternal childcare per week, showed that early childcare, especially centre-based care, predicted greater cognitive ability at 18 months. Others investigated types of childcare (i.e., home-based childcare or centre-based childcare) [2], stability of care [6], the association of childcare with various environmental factors [3,5]. These studies helped to understand the extent to which exposure to (a certain type of) childcare impacts on child outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Patterns of Childcare Arrangements and Cognitive Development

Eryigit-Madzwamuse

Barnes

2014

J Child Adolesc Behav

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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.

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PROTOCOL: Language interventions for improving the L1 and L2 development of dual language learners in early education and care: A systematic review and meta‐analysis

Egert

Sachse

Groth

2021

Campbell Systematic Reviews

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The aim of the current systematic review and meta‐analysis is to comprehensively synthesize the effectiveness of language promotion interventions in early childhood education and care (ECEC) settings on L1 and L2 development of dual language learners (DLLs). We will use the PICOC‐Strategy (Population, Intervention, Comparison, Outcome, Context) suggested by Petticrew et al. to frame our research questions. Specifically, this review has the following research questions: (1) To which extent do language interventions accomplished in ECEC settings effect the L2 development (in the society language) of DLLs? (2) To which extent do bilingual language interventions (with L1 as language of instruction) accomplished in ECEC effect the L1 development (in the family language) of DLLs? (3) Are there significant differences in the effectiveness of different language interventions (additive vs. integrated vs. bilingual/two‐way‐immersion) to promote the L2 development of DLLs? (4) Are language interventions accomplished in ECEC settings more effective in supporting the L2 development (in the society language) of DLLs, when they start early in life (before the age of three)? (5) Are language interventions more effective in supporting the L2 development (in the society language) of DLLs when they are implemented with high fidelity/high quality? (6) Are language interventions with teachers as implementers more effective in supporting the L2 development (in the society language) of DLLs than language interventions with external implementers? (7) Are language interventions with higher intervention dosage (exposure × attention) more effective in supporting the L2 development (in the society language) of DLLs?

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Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study

Cited by 96 publications

References 58 publications

Impact of extrinsic factors on fine motor performance of children attending day care

Impact of extrinsic factors on fine motor performance of children attending day care

Patterns of Childcare Arrangements and Cognitive Development

PROTOCOL: Language interventions for improving the L1 and L2 development of dual language learners in early education and care: A systematic review and meta‐analysis

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