Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Bratsch‐Hines, Mary; Carr, Robert C.; Zgourou, Eleni; Vernon–Feagans, Lynne; Willoughby, Michael T.

doi:10.1111/cdev.13389

Cited by 45 publications

(24 citation statements)

References 47 publications

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“…When children approach preschool age, social skills and language become more reciprocal and integrated; more socially competent children engage in more language exchange opportunities while children who have received limited language input at home from caregivers will engage in fewer social interactions, thereby experiencing fewer opportunities to improve social competence ( 1 , 39 ). For instance, Bratsch-Hines et al ( 40 ) evaluated this pathway longitudinally: more positive parent-child verbal interactions contributed to stronger language skills at child age 3 years as well as stronger child social skills in kindergarten. While Barnett et al ( 1 ) identified similar associations between sensitive, positive parenting, language gains, and social competence gains during toddlerhood, most work to date has focused on growth in either language ( 41 , 42 ) or social competence ( 43 , 44 ), not both child development outcomes.…”

Section: Introductionmentioning

confidence: 99%

Explicating Child-Driven Patterns of Parent-Child Responsivity in Fragile Families: A Longitudinal Approach

et al. 2022

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It has been well-established that development occurs in the context of a transactional framework, with bidirectional parent-child interactions influencing both proximal and distal outcomes. In particular, child vocabulary development is sensitive to parenting qualities including warmth, sensitivity, and control as well as parental stimulation including language input and access to learning enrichment activities. Similarly, these parenting qualities are influenced by and influence children's development of pro-social behaviors. Given the foundational role of both language and pro-social skills for academic achievement and the establishment of healthy relationships across the lifespan, a comprehensive understanding of the magnitude, stability, and reciprocity of such interactions across childhood has the potential to better inform early intervention and prevention practices and highlight risk and resilience factors. This study investigated the concurrent and successive transactional relationships between child pro-social behavior, child emergent language, and parenting qualities within a large, longitudinal sample. This study utilized Waves 3, 4, and 5 of the Fragile Families and Child Well Being Study (FFCWBS), corresponding to focal child age 3, 5, and 9 years, respectively. A series of Structural Equation Modeling (SEM) with full-information likelihood (FIML) estimation (n = 3,422) including child prosocial behavior, receptive vocabulary, and supportive parenting behaviors was tested and compared. Our findings indicate significant, positive associations over time between child pro-social behavior and receptive vocabulary, and parenting quality across all three stages of early child development. The steady decline in magnitude of these associations over time highlights the importance of synergistic parent-child interactions in toddlerhood as an early opportunity to propel these developmental outcomes and supportive parenting behaviors. Patterns of change in child pro-social behavior skills and parenting qualities remained positive and relatively stable, while observed growth in child receptive vocabulary skills increased in magnitude over time. Additional investigation of indirect effects specified the role of receptive vocabulary, as well as the bolstering role of prosocial behavior, in eliciting responsive parenting qualities over time.

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Section: Introductionmentioning

confidence: 99%

Explicating Child-Driven Patterns of Parent-Child Responsivity in Fragile Families: A Longitudinal Approach

et al. 2022

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“…On this basis, it is expected that measures of individual differences in ToM should exhibit similar strength associations with measures of social competence. Given that both social competence and ToM have been linked with individual differences in verbal ability, socioeconomic status, gender, and a range of developmental conditions (e.g., Bratsch-Hines et al, 2020; Weimer et al, 2021), it is also important to consider the impact of these confounds when attempting to establish unique associations between ToM and children’s social competence. Supporting the validity of the Strange Stories and Silent Film tasks, scores on these tests are moderately associated with teachers’ ratings of children’s social competence at school (Devine & Apperly, 2022), even when confounding variables such as language and socioeconomic status are considered.…”

Section: Measuring “Advanced” Tommentioning

confidence: 99%

Machine learning and deep learning systems for automated measurement of “advanced” theory of mind: Reliability and validity in children and adolescents.

Devine¹,

Kovatchev²,

Traynor³

et al. 2023

Psychological Assessment

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Understanding individual differences in theory of mind (ToM; the ability to attribute mental states to others) in middle childhood and adolescence hinges on the availability of robust and scalable measures. Open-ended response tasks yield valid indicators of ToM but are labor intensive and difficult to compare across studies. We examined the reliability and validity of new machine learning and deep learning neural network automated scoring systems for measuring ToM in children and adolescents. Two large samples of British children and adolescents aged between 7 and 13 years (Sample 1: N = 1,135, Mage = 10.22 years, SD = 1.45; Sample 2: N = 1,020, Mage = 10.36 years, SD = 1.27) completed the silent film and strange stories tasks. Teachers rated Sample 2 children’s social competence with peers. A single latent-factor explained variation in performance on both the silent film and strange stories task (in Sample 1 and 2) and test performance was sensitive to age-related differences and individual differences within each age-group. A deep learning neural network automated scoring system trained on Sample 1 exhibited interrater reliability and measurement invariance with manual ratings in Sample 2. Validity of ratings from the automated scoring system was supported by unique positive associations between ToM and teacher-rated social competence. The results demonstrate that reliable and valid measures of ToM can be obtained using the new freely available deep learning neural network automated scoring system to rate open-ended text responses.

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“…The type of facility, the qualification system, as well as the frequency of the ECEC experience among Japanese children varies from the experience of children living in other countries. In the US, infants and children up to 24 months experienced ECEC for approximately 24 hours and 32 hours per week, respectively [23,24]. Generally, facility-based childcare does not have sufficient opening hours to accommodate the working hours of parents.…”

Section: Evidence Requirements For the Effectiveness Of The Quality O...mentioning

confidence: 99%

Quality of early childhood education and care in Japanese accredited nursery centers: A study using the Early Childhood Environment Rating Scale, Third Edition (ECERS-3)

2023

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This study presents the first quantitative evaluation of the quality of early childhood education and care (ECEC) in Japan to make a significant contribution to the body of knowledge accumulated on ECEC in countries where research has been limited. We observed 30 classes comprising 3-year-olds, 28 classes comprising 5-year-olds, and 30 classes comprising mixed-ages from publicly provided nursery centers under the jurisdiction of the Kanto metropolitan area, Japan. An internationally-recognized quality rating scale for ECEC called the Early Childhood Environment Rating Scale, 3rd edition, which consists of six subscales, was used for this study. In contrast to previous studies conducted in the US, the results of this study showed that the Japanese ECEC is characterized as showing higher scores in the two subscales, “Personal Care Routines” and “Interaction,” and showing lower score in the subscale, “Learning Activities.” In addition, this study showed that the quality of ECEC varied across nursery centers. Furthermore, with regard to the two subscales, “Interaction” and “Language and Literacy,” the degree of variation within centers differed across nursery centers. This study analyzed how these characteristics of Japanese ECEC can be partly produced by the existence of national guideline for nursery centers authorized by the Japanese government. In addition, mechanisms producing differences in the quality of ECEC among and within centers were also discussed.

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Infant and Toddler Child‐Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Cited by 45 publications

References 47 publications

Explicating Child-Driven Patterns of Parent-Child Responsivity in Fragile Families: A Longitudinal Approach

Explicating Child-Driven Patterns of Parent-Child Responsivity in Fragile Families: A Longitudinal Approach

Machine learning and deep learning systems for automated measurement of “advanced” theory of mind: Reliability and validity in children and adolescents.

Quality of early childhood education and care in Japanese accredited nursery centers: A study using the Early Childhood Environment Rating Scale, Third Edition (ECERS-3)

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