Effects of the Type of Childcare on Toddlers’ Motor, Social, Cognitive, and Language Skills

Bleiker, Marco; Gampe, Anja; Daum, Moritz M.

doi:10.1024/1421-0185/a000225

Cited by 5 publications

(10 citation statements)

References 37 publications

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“…A fourth study focused on motor, cognitive, language, and social skills but did not measure problem behavior. Toddlers who attended a daycare center for at least two days a week did not differ from children cared for by family members on the measured domains [ 60 ]. All four studies (based on regression models) included only few control variables and a sample of relatively advantaged families.…”

Section: Introductionmentioning

confidence: 99%

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

2022

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This study examined early external childcare in relation to development from age 7 to 20. A Swiss sample was used (N = 1,225; 52% male). Development included multi-informant-reported externalizing behavior, internalizing problems, prosocial behavior, delinquency, and substance use. Growth curve models revealed that, dependent on the informant, time in a daycare center was related to increased externalizing and internalizing problems until at least age 11. It was not related to delinquency. Roughly three days per week at a daycare mother or playgroup was related to increased externalizing behavior. External family care was associated with increased prosocial behavior. Finally, time in a daycare center was associated with fewer externalizing but more internalizing problems and substance use for children from vulnerable backgrounds. This relation with substance use lasted to age 20.

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Section: Introductionmentioning

confidence: 99%

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

2022

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“…However, previous studies found discrepant results in this regard because children who attended daycare are generally considered more socially competent, but it is not so clear whether they are also more prosocial than those who did not attend it (Erel et al, 2000;Belsky et al, 2007;Ansari, 2018;Bleiker et al, 2019). At the same time, daycare attendees may also be more involved in and exposed to aggressive behaviors among peers, as children exhibit their peak of physical aggression generally between 18 and 30 months of age (Huston et al, 2015;Pingault et al, 2015;Filho et al, 2016;Ansari, 2018).…”

Section: Discussionmentioning

confidence: 92%

“…In this regard, available evidence testifies that the daycare experience can either positively or negatively influence child development, or not influence it at all, as shown by various studies concerning cognitive and communicative-linguistic development (Bulgarelli and Molina, 2016;Bleiker et al, 2019). With specific reference to social-emotional and behavioral skills, the main hypothesis is that early relational experience with an extended peer group can foster general capacities for understanding other children and their needs and, consequently, promote prosocial behavior.…”

Section: Introductionmentioning

confidence: 96%

“…Moreover, considering this period of life it is also possible to investigate whether and how early socialization may foster or inhibit prosociality (Tomasello, 2016(Tomasello, , 2019Flook et al, 2019;Schmerse and Hepach, 2021). Many studies have focused on the psychological outcomes that may emerge if children also receive early socialization outside of the family context, i.e., in daycare, where they have various experiences with the peer group, under the guidance of one or more teachers (McCormick, 2018;Bleiker et al, 2019). This environment is structured according to specific guidelines that are geared toward good practices to promote the overall wellbeing and development of children, even though attending daycare means, for the child, experiencing daily separation from significant family members and dealing with the resulting stress.…”

Section: Introductionmentioning

confidence: 99%

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Prosocial Behavior in Preschoolers: Effects of Early Socialization Experiences With Peers

Salerni

Caprin

2022

Front. Psychol.

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Over the last decades, many studies had focused on the psychological outcomes of children who have received early socialization outside of the family context, highlighting that the daycare experience can both positively and negatively influence the child’s social-emotional development. Despite the number of studies conducted, there is a lack of observational research on this topic. The purpose of this study is to investigate whether the early daycare experience can influence the prosocial behaviors that children exhibit during free-play social interactions with peers, focusing on their quantity and quality. In addition, the associations between the enactment of prosocial behaviors and social-emotional and behavioral competence were investigated. 160 preschoolers, 77 of whom had previously attended daycare, participated in the study and were focally observed during two free play sessions with peers. Each prosocial behavior was identified and subsequently classified using a coding scheme designed to consider the self-initiated or required origin of prosocial actions and their underlying motive. Emotion comprehension was measured using a standardized test, while social-emotional and behavioral competence was assessed using a questionnaire filled out by teachers. The main findings showed that children who had attended daycare had higher anger and aggression scores than those who had not, who, in turn, were rated by their teachers as having more internalizing behaviors. These characteristics seemed to account for the differences found in the tendency to act prosocial acts in response to a peer’s request, which was lower in children who had a previous daycare experience. Moreover, early socialization outside of the family context appeared to foster the comprehension of others’ intent to achieve emotional or instrumental personal goals and, at the same time, to reduce conventional/affiliative prosocial acts. Overall, this study suggested that the incidental effects of daycare on prosocial behavior might be canceled due to the peculiar social-emotional and behavioral characteristics of the two groups of children.

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“…In particular, findings mostly reported that children who attend center-based care seem to score higher in cognitive tasks compared to their peers in family home-based care [37,38]. On the other hand, results from studies considering potential associations and differences in children's socioemotional development in a different type of care settings appear still ill-defined, suggesting a need for further evaluations and considerations [39][40][41].…”

Section: Participant Characteristicsmentioning

confidence: 99%

Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review

Ragni

Boldrini

Buonomo

et al. 2021

IJERPH

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Sensitive caregiver–child interactions appear fundamental throughout childhood, supporting infants’ wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver–child interaction, fostering children’s socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher–child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions’ efficacy, supporting children’s socioemotional development and caregiver–child interaction. Reflections and considerations for future research are provided.

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Effects of the Type of Childcare on Toddlers’ Motor, Social, Cognitive, and Language Skills

Cited by 5 publications

References 37 publications

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

External childcare and socio-behavioral development in Switzerland: Long-term relations from childhood into young adulthood

Prosocial Behavior in Preschoolers: Effects of Early Socialization Experiences With Peers

Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review

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