Longitudinal effects of a two-generation preschool programme on receptive language skill in low-income Canadian children to age 10 years

Mughal, Muhammad Kashif; Ginn, Carla; Perry, Robert L.; Benzies, Karen

doi:10.1080/03004430.2015.1092141

Cited by 13 publications

(10 citation statements)

References 37 publications

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“…(, ) and Mughal et al . () as a very different intervention (a parent and child programme) and outcome measure (within‐child improvement in an age‐standardised measure) was used in these papers.…”

Section: Resultsmentioning

confidence: 99%

“…Mughal et al . () used follow‐up data on the same children to compare subsequent development across Indigenous Canadian children, other Canadian‐born children and migrant children. Although the total sample is further reduced to 78 (21 Indigenous children) and the results should be interpreted with caution, the effects of the programme on Indigenous Canadian children were maintained up to age 10.…”

Section: Indigenous Childcare Use and Child Development: The Literaturementioning

confidence: 99%

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Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

et al. 2018

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We investigate patterns of childcare use and its influence on the cognitive development of Indigenous children. The influence of childcare on Indigenous children's cognitive outcomes is less well understood than for non‐Indigenous children due to a lack of appropriate data. We focus on a cohort of Indigenous children in Australia who have been followed from infancy and for whom rich information on childcare use and cognitive outcomes is observed. Compared to Indigenous children who never participated in childcare, Indigenous children who participated in childcare performed better on several early cognitive outcomes. Using regression and propensity score matching, we show that this difference is driven by selection into childcare, with children from more advantaged families being more likely to attend formal childcare. However, matching analysis results suggest that relatively disadvantaged children might benefit more from attending childcare, as indicated by the positive estimated effects found for those who never attended childcare.

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Section: Resultsmentioning

confidence: 99%

Section: Indigenous Childcare Use and Child Development: The Literaturementioning

confidence: 99%

Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

et al. 2018

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“…Additional research at age 7 and 10 years has been published elsewhere, see Benzies, Tough, Edwards, Mychasiuk, and Donnelly (), Benzies et al. (), and Mughal, Ginn, Perry, and Benzies (). Although measures at data collection points in the ongoing longitudinal study were wide‐ranging, children's receptive language (a proxy for school readiness) was the measure chosen for participant selection for this mixed methods study.…”

Section: Methodsmentioning

confidence: 99%

Stepping Stones to Resiliency following a community-based two-generation Canadian preschool programme

Ginn

Benzies

Keown

et al. 2017

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Early intervention programmes are designed to address complex inequities for Canadian families living with low income, affecting social relationships, well-being and mental health. However, there is limited understanding of resiliency and change in families living with low income over time. We conducted a mixed methods study with recent immigrant, other Canadian-born, and Aboriginal families living with low income, who attended a two-generation preschool programme (CUPS One World) between 2002 and 2008. The aim of this study was to develop an understanding of the processes of change. We included 134 children and their caregivers living with low income, and experiencing mental health problems, addiction or social isolation. Children's receptive language, a proxy for school readiness, was measured at programme intake, exit, and age 10 years using the Peabody Picture Vocabulary Test 3rd Edition (PPVT-III). In Phase I (quantitative), we identified children with receptive language scores in the top and bottom 25th percentile, informing participant selection for Phase II. In Phase II (qualitative), we engaged in constructivist grounded theory to explore experiences of 14 biological mothers, after their children (n = 25) reached age 10 years. Interviews were conducted between June and September 2015. The core category, Stepping Stones to Resiliency, encompassed Perceptions of Family, Moving Forward, Achieving Goals, and Completely Different. Perceptions of Family influenced families' capabilities to move across the Stepping Stones to Resiliency. Stepping Stones to Resiliency provides a lens from which to view others in their daily challenges to break free of painful intergenerational cycles. It is a reminder of our struggle, our shared humanness, and that movement towards resiliency is more difficult for some than others. Our findings challenge traditional episodic, biomedical treatment paradigms for low-income families also experiencing intergenerational cycles of mental health problems, addictions, social isolation, and family violence.

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“…Mughal et al (2015) used follow-up data on the same children to compare subsequent development across Indigenous Canadian children, other Canadian-born children and migrant children. Although the total sample is further reduced (n=78) and the results should be interpreted with caution, the effects of the program on Indigenous Canadian children were maintained up to age 10.…”

Section: Impacts Of Childcare Usage On Indigenous Children's Cognitivmentioning

confidence: 99%

“…However, this could be due to the much larger sample size available when using the LSAC (compared to using LSIC). It is difficult to compare the results in this paper to those for some other Indigenous populations as a very different intervention (a parent and child programme) and outcome measure (within-child improvement in an age-standardised measure) was used in the Benzies et al (2011Benzies et al ( , 2014 and Mughal et al (2015) papers. The Gormley et al (2005) paper estimated effects of around 0.6 to 0.9 of a standard deviation for Native Americans, depending on the cognitive outcome measure, which is more substantial than our estimate, possibly because the intervention is a pre-kindergarten programme rather than just childcare.…”

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confidence: 99%

Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

et al. 2016

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Closing the gap between Indigenous and non-Indigenous children in the early years has become a priority for policymakers. However, due to a lack of data, very little is known about the influence of childcare on developmental outcomes among Indigenous Australians. We use unique Australian data to examine a number of early development outcomes. Our research investigates the types of childcare used by children age 0-5 from Aboriginal and/or Torres Strait Islander descent and their cognitive outcomes compared to those who did not attend childcare.We find that the use of formal childcare is much lower for Indigenous children than children in the general Australian population, with no more than 30% attending childcare at any given age compared to 55% of the general population (at age 2 to 3). About 95% of Indigenous children had used informal childcare (e.g. a relative, neighbour or friend) by the age of five. Traditional Indigenous context features a more communal approach to the care, mentoring and education of children -it is not a job undertaken solely by the parents but supported by the community as a whole. In addition, we found that Indigenous children from more advantaged families are more likely to attend formal childcare (such as Centre Day Care).We also investigated the influence of formal childcare attendance on the cognitive development of Indigenous children, measured using a wide range of validated and culturally appropriate instruments. We found that compared to Indigenous children who never participated in childcare, Indigenous children who participated in childcare performed better on most cognitive outcomes measured across the preschool years. However, these differences disappeared when we accounted for child and family characteristics, which suggests that they are entirely driven by selection into childcare. In other words, children from more advantaged families are more likely to attend formal childcare than children from less advantaged families, and these children already do better than children from more disadvantaged families, regardless of childcare attendance. Interestingly, tentative results suggest that relatively disadvantaged children might benefit more from attending childcare.However, with the data available, the evidence remains weak. Although the LSIC data are a major improvement compared to what was previously available (and better than what is available in other countries), the sample size is still relatively small, information on local formal childcare availability is missing, and specific characteristics of formal childcare are available for only a small proportion of children attending childcare. If these limitations could be overcome, evidence on whether disadvantaged children would benefit more from using formal childcare than more advantaged children could be strengthened, thus providing more targeted and robust policy recommendations. Indigenous children is less well understood than for non-Indigenous children due to a lack of appropriate data. This paper uses data from the...

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Longitudinal effects of a two-generation preschool programme on receptive language skill in low-income Canadian children to age 10 years

Cited by 13 publications

References 37 publications

Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

Stepping Stones to Resiliency following a community-based two-generation Canadian preschool programme

Childcare Use and Its Role in Indigenous Child Development: Evidence from the Longitudinal Study of Indigenous Children in Australia

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