Familial Factors Associated with the Characteristics of Nonmaternal Care for Infants

Appelbaum, Mark I.; Batten, Dee Ann; Belsky, Jay; Booth, Cathryn L.; Bradley, Robert H.; Brownell, Celia A.; Caldwell, Bettye M.; Campbell, Susan B.; Clarke‐Stewart, Alison; Cohn, Jeffrey F.; Cox, Martha J.; Fendt, Kaye; Friedman, Sarah L.; Goldberg, Wendy A.; Greenberger, Ellen; Hirsh‐Pasek, Kathryn; Huston, Aletha C.; Marshall, Nancy L.; McCartney, Kathleen; O’Brien, Marion; Owen, Margaret Tresch; Phillips, Deborah; Ricciuti, Henry N.; Spieker, Susan J.; Vandell, Deborah Lowe; Weinraub, Marsha

doi:10.2307/353478

Cited by 193 publications

(11 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As we’ve noted, the available evidence on subgroup impacts within the Head Start literature fails to offer a consistent story, although the broader literature suggests somewhat stronger cognitive impacts for girls (Anderson, 2008; Oden et al, 2000). Although the reasons for this gendered pattern are not well understood, there is some evidence that boys experience poorer quality care than girls in child care and that early childhood teachers portray their relationships with boys as both more problematic and less close than their relationships with girls (Howes & Olenick, 1986; NICHD Early Child Care Research Network, 1997, 2001; Peisner-Feinberg et al, 2001; Wachs, Gurkas, & Kontos, 2004; Winer & Phillips, 2012). This is of concern given evidence that, at the other end of the schooling years, boys are now less likely to graduate from high school, and less likely to attend and complete college and enroll in graduate training than are girls (DiPrete & Buchmann, 2013).…”

Section: Discussionmentioning

confidence: 99%

The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.

Phillips

Gormley

Anderson

2016

Developmental Psychology

View full text Add to dashboard Cite

This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school, primarily as 8th graders. Using ordinary least squares and logistic regressions with a rich set of controls and propensity score weighting models to account for differential selection into Head Start, we compared students who had attended the CAP Head Start program and enrolled in the Tulsa Public Schools (TPS) as kindergarteners with children who also attended TPS kindergarten but had attended neither CAP Head Start nor the TPS pre-K program as 4-year-olds. CAP Head Start produced significant positive effects on achievement test scores in math and on both grade retention and chronic absenteeism for middle-school students as a whole; positive effects for girls on grade retention and chronic absenteeism; for white students on math test scores; for Hispanic students on math test scores and chronic absenteeism, and for students eligible for free lunches on math test scores, grade retention, and chronic absenteeism. We conclude that the Tulsa CAP Head Start program produced significant and consequential effects into the middle school years. (PsycINFO Database Record

show abstract

Section: Discussionmentioning

confidence: 99%

The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.

Phillips

Gormley

Anderson

2016

Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…The NICHD-SECCYD is a longitudinal study designed originally to examine the relationship between childcare and children’s development (NICHD Early Child Care Research Network, 1997). Families were recruited through hospital visits to mothers shortly after the birth of a child in 1991 in 10 U.S. locations.…”

Section: Methodsmentioning

confidence: 99%

Family, employment, and individual resource-based antecedents of maternal work–family enrichment from infancy through middle childhood.

Zhou

Buehler

2016

Journal of Occupational Health Psychology

View full text Add to dashboard Cite

This study used data from the NICHD Study of Early Child Care and Youth Development (N = 1,019) to examine family, employment, and individual antecedents of maternal work-family enrichment from infancy through middle childhood. Work-family conflict and important confounding factors were controlled. From the family domain, higher income-to-needs ratio and social support were associated with higher work-family enrichment. From the employment domain, greater job rewards, benefits of employment for children, and work commitment were associated with higher work-family enrichment. From the individual domain, higher maternal education and extroversion were associated with higher work-family enrichment. No family, employment, and individual characteristics were associated with work-family conflict across time except for partner intimacy. In general, the results supported antecedents of work-family enrichment that supply needed resources. The present study contributed to the literature by identifying antecedents of maternal work-family enrichment across early child developmental stages, which goes beyond examinations of particular life stages and a work-family conflict perspective. Implications for theory and practice are discussed.

show abstract

“…Parents who place their children in high amounts of child care may have family and individual characteristics that contribute to their children’s behavior problems. When children in the NICHD SECCYD were 6 months old, children in high amounts of infant care were more likely to have mothers who contributed a relatively high proportion of the family income, who had more positive beliefs about the benefits and costs of maternal employment, and who were less worried about regular separations from their children than were mothers using little or no child care (NICHD ECCRN, 1997a). Mothers who worked part-time provided more positive and sensitive home environments than did nonemployed women, and these home environmental variables partially accounted for their children’s lower externalizing behavior in preschool and first grade (Brooks-Gunn et al, 2010).…”

Section: Processes By Which Quantity Of Care May Affect Social Behaviormentioning

confidence: 99%

Time spent in child care: How and why does it affect social development?

Huston

Bobbitt

Bentley

2015

Developmental Psychology

View full text Add to dashboard Cite

Children who experience early and extensive child care, especially center-based care, are rated by teachers as having more externalizing behavior problems than are other children. This association is reduced, but not eliminated, when care is of high quality, and it varies by socioeconomic disadvantage and the type of behavior assessed. We examine the processes that may account for the quantity effect, concluding that it occurs primarily among relatively advantaged White non-Hispanic families. It appears primarily for teacher-rated behavior, especially externalizing and low self-control, but is not evident for positive behavior and peer interaction skills. Some of the processes accounting for the relation of quantity to behavior are most likely to be poor caregiver-child relationships and negative peer interactions, not reduced attachment to mothers or lowered maternal sensitivity. Many questions remain about duration of effects, developmental and individual differences, more nuanced conceptualizations of both care quality and social behavior, and variations across cultural and ethnic groups.

show abstract

Familial Factors Associated with the Characteristics of Nonmaternal Care for Infants

Cited by 193 publications

References 36 publications

The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.

The effects of Tulsa’s CAP Head Start program on middle-school academic outcomes and progress.

Family, employment, and individual resource-based antecedents of maternal work–family enrichment from infancy through middle childhood.

Time spent in child care: How and why does it affect social development?

Contact Info

Product

Resources

About