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Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study
This study investigated the effects of different characteristics of early child‐care in England on the development of cognition, language, and task‐related attention and behaviour (orientation/engagement and emotion regulation during the Bayley assessment) at 18 months. Data were drawn from a prospe...
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Published in: | British journal of developmental psychology 2011-03, Vol.29 (1), p.18-45 |
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description | This study investigated the effects of different characteristics of early child‐care in England on the development of cognition, language, and task‐related attention and behaviour (orientation/engagement and emotion regulation during the Bayley assessment) at 18 months. Data were drawn from a prospective longitudinal study of 1,201 infants. As found in previous studies, socio‐demographic characteristics and maternal caregiving (especially ‘opportunities for stimulation’) were significant predictors of all child outcomes. There were also effects of quantity of individual and group care, and quality of non‐maternal care. Controlling for demographics and maternal caregiving, more hours of group care (nurseries) were related to higher cognitive scores, while more hours of individual care (e.g., grandparents, nannies etc.) were related to lower orientation/engagement scores. Non‐maternal caregiving was observed in a subsample of 345 children, and after controlling for all covariates as well as quantity and stability of care, quality of care was found to be predictive of higher cognitive ability and better orientation/engagement. Although the effect sizes were small in magnitude, in line with other similar studies, such modest effects from a large English sample are important when viewed in light of the widespread use of non‐maternal care during infancy and early childhood. |
doi_str_mv | 10.1348/026151010X533229 |
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Data were drawn from a prospective longitudinal study of 1,201 infants. As found in previous studies, socio‐demographic characteristics and maternal caregiving (especially ‘opportunities for stimulation’) were significant predictors of all child outcomes. There were also effects of quantity of individual and group care, and quality of non‐maternal care. Controlling for demographics and maternal caregiving, more hours of group care (nurseries) were related to higher cognitive scores, while more hours of individual care (e.g., grandparents, nannies etc.) were related to lower orientation/engagement scores. Non‐maternal caregiving was observed in a subsample of 345 children, and after controlling for all covariates as well as quantity and stability of care, quality of care was found to be predictive of higher cognitive ability and better orientation/engagement. Although the effect sizes were small in magnitude, in line with other similar studies, such modest effects from a large English sample are important when viewed in light of the widespread use of non‐maternal care during infancy and early childhood.</description><identifier>ISSN: 0261-510X</identifier><identifier>ISSN: 2044-835X</identifier><identifier>EISSN: 2044-835X</identifier><identifier>DOI: 10.1348/026151010X533229</identifier><identifier>PMID: 21288253</identifier><identifier>CODEN: BJDPE4</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Attention ; Behavioural psychology ; Biological and medical sciences ; Carers ; Child care ; Child Care - psychology ; Child Day Care Centers ; Child development ; Child, Preschool ; Children ; Cognition ; Cognitive ability ; Data processing ; Demography ; Developmental psychology ; Emotions ; Engagement ; England ; Female ; Fundamental and applied biological sciences. 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Psychophysiology ; Quality of care ; Social Behavior ; Social Environment ; Socioeconomic Factors</subject><ispartof>British journal of developmental psychology, 2011-03, Vol.29 (1), p.18-45</ispartof><rights>©</rights><rights>2015 INIST-CNRS</rights><rights>2010 The British Psychological Society.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5746-c6ace2970a2d28ac1e427d831af3e18668a6cd2acda603a23671af6f952f47d23</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,31000,31270,33224</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=23948992$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21288253$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sylva, Kathy</creatorcontrib><creatorcontrib>Stein, Alan</creatorcontrib><creatorcontrib>Leach, Penelope</creatorcontrib><creatorcontrib>Barnes, Jacqueline</creatorcontrib><creatorcontrib>Malmberg, Lars-Erik</creatorcontrib><creatorcontrib>FCCC-team</creatorcontrib><title>Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study</title><title>British journal of developmental psychology</title><addtitle>Br J Dev Psychol</addtitle><description>This study investigated the effects of different characteristics of early child‐care in England on the development of cognition, language, and task‐related attention and behaviour (orientation/engagement and emotion regulation during the Bayley assessment) at 18 months. Data were drawn from a prospective longitudinal study of 1,201 infants. As found in previous studies, socio‐demographic characteristics and maternal caregiving (especially ‘opportunities for stimulation’) were significant predictors of all child outcomes. There were also effects of quantity of individual and group care, and quality of non‐maternal care. Controlling for demographics and maternal caregiving, more hours of group care (nurseries) were related to higher cognitive scores, while more hours of individual care (e.g., grandparents, nannies etc.) were related to lower orientation/engagement scores. Non‐maternal caregiving was observed in a subsample of 345 children, and after controlling for all covariates as well as quantity and stability of care, quality of care was found to be predictive of higher cognitive ability and better orientation/engagement. Although the effect sizes were small in magnitude, in line with other similar studies, such modest effects from a large English sample are important when viewed in light of the widespread use of non‐maternal care during infancy and early childhood.</description><subject>Attention</subject><subject>Behavioural psychology</subject><subject>Biological and medical sciences</subject><subject>Carers</subject><subject>Child care</subject><subject>Child Care - psychology</subject><subject>Child Day Care Centers</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Data processing</subject><subject>Demography</subject><subject>Developmental psychology</subject><subject>Emotions</subject><subject>Engagement</subject><subject>England</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Group care</subject><subject>Humans</subject><subject>Infant</subject><subject>Infant Behavior</subject><subject>Infants</subject><subject>Language</subject><subject>Language Development</subject><subject>Longitudinal Studies</subject><subject>Magnitude</subject><subject>Male</subject><subject>Models, Psychological</subject><subject>Mother-Child Relations</subject><subject>Newborn. Infant</subject><subject>Orientation</subject><subject>Personality Assessment</subject><subject>Prospective Studies</subject><subject>Psychological effects</subject><subject>Psychology, Child</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Quality of care</subject><subject>Social Behavior</subject><subject>Social Environment</subject><subject>Socioeconomic Factors</subject><issn>0261-510X</issn><issn>2044-835X</issn><issn>2044-835X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>7T9</sourceid><sourceid>8BJ</sourceid><recordid>eNqNks1vEzEQxS0EoiVw54R8QXDogu3x2t7e-hFaIAKEQORmTb3exHTjLetdIP89jhKKxAFymsP7vdF8PEIec_aCgzQvmVC85IyzeQkgRHWHHAomZWGgnN8lhxu5yPr8gDxI6StjHIDJ--RAcGGMKOGQxGnTeDck2jXUY9-uqVuGti4c9p52kbpuEcMQunhEW4yLERf-iGKs6YDpuuh9i4Ov6ZVf4vfQjX2iOFBu6KqLwzId05NIp3HRhrSkaRjr9UNyr8E2-Ue7OiGfX00_nV0Ws_cXr89OZoUrtVSFU-i8qDRDUQuDjnspdG2AYwOeG6UMKlcLdDUqBihA6SyppipFI3UtYEKebfve9N230afBrkJyvs07-G5M1mjgXFVa7kFy0FLn0_2XVAY0GF7tQ4r8ArHHnKXhvBRgMvn8n2ROga5UBXmzCXmyQ8erla_tTR9W2K_t769n4OkOwOSwbXqMLqQ_HFTSVNVmunLL_QitX9_qnNlN-uzf6bOnb84_aKayr9j6Qhr8z1sf9tdWadCl_fLuwp6fzsylMG_tR_gFerfXfA</recordid><startdate>201103</startdate><enddate>201103</enddate><creator>Sylva, Kathy</creator><creator>Stein, Alan</creator><creator>Leach, Penelope</creator><creator>Barnes, Jacqueline</creator><creator>Malmberg, Lars-Erik</creator><general>Blackwell Publishing Ltd</general><general>British Psychological Society</general><scope>BSCLL</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>7TK</scope><scope>7X8</scope><scope>7QJ</scope><scope>7T9</scope><scope>8BM</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>201103</creationdate><title>Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study</title><author>Sylva, Kathy ; Stein, Alan ; Leach, Penelope ; Barnes, Jacqueline ; Malmberg, Lars-Erik</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5746-c6ace2970a2d28ac1e427d831af3e18668a6cd2acda603a23671af6f952f47d23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Attention</topic><topic>Behavioural psychology</topic><topic>Biological and medical sciences</topic><topic>Carers</topic><topic>Child care</topic><topic>Child Care - psychology</topic><topic>Child Day Care Centers</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Data processing</topic><topic>Demography</topic><topic>Developmental psychology</topic><topic>Emotions</topic><topic>Engagement</topic><topic>England</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Group care</topic><topic>Humans</topic><topic>Infant</topic><topic>Infant Behavior</topic><topic>Infants</topic><topic>Language</topic><topic>Language Development</topic><topic>Longitudinal Studies</topic><topic>Magnitude</topic><topic>Male</topic><topic>Models, Psychological</topic><topic>Mother-Child Relations</topic><topic>Newborn. Infant</topic><topic>Orientation</topic><topic>Personality Assessment</topic><topic>Prospective Studies</topic><topic>Psychological effects</topic><topic>Psychology, Child</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Quality of care</topic><topic>Social Behavior</topic><topic>Social Environment</topic><topic>Socioeconomic Factors</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sylva, Kathy</creatorcontrib><creatorcontrib>Stein, Alan</creatorcontrib><creatorcontrib>Leach, Penelope</creatorcontrib><creatorcontrib>Barnes, Jacqueline</creatorcontrib><creatorcontrib>Malmberg, Lars-Erik</creatorcontrib><creatorcontrib>FCCC-team</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>Neurosciences Abstracts</collection><collection>MEDLINE - Academic</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ComDisDome</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>British journal of developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sylva, Kathy</au><au>Stein, Alan</au><au>Leach, Penelope</au><au>Barnes, Jacqueline</au><au>Malmberg, Lars-Erik</au><aucorp>FCCC-team</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study</atitle><jtitle>British journal of developmental psychology</jtitle><addtitle>Br J Dev Psychol</addtitle><date>2011-03</date><risdate>2011</risdate><volume>29</volume><issue>1</issue><spage>18</spage><epage>45</epage><pages>18-45</pages><issn>0261-510X</issn><issn>2044-835X</issn><eissn>2044-835X</eissn><coden>BJDPE4</coden><abstract>This study investigated the effects of different characteristics of early child‐care in England on the development of cognition, language, and task‐related attention and behaviour (orientation/engagement and emotion regulation during the Bayley assessment) at 18 months. Data were drawn from a prospective longitudinal study of 1,201 infants. As found in previous studies, socio‐demographic characteristics and maternal caregiving (especially ‘opportunities for stimulation’) were significant predictors of all child outcomes. There were also effects of quantity of individual and group care, and quality of non‐maternal care. Controlling for demographics and maternal caregiving, more hours of group care (nurseries) were related to higher cognitive scores, while more hours of individual care (e.g., grandparents, nannies etc.) were related to lower orientation/engagement scores. Non‐maternal caregiving was observed in a subsample of 345 children, and after controlling for all covariates as well as quantity and stability of care, quality of care was found to be predictive of higher cognitive ability and better orientation/engagement. 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subjects | Attention Behavioural psychology Biological and medical sciences Carers Child care Child Care - psychology Child Day Care Centers Child development Child, Preschool Children Cognition Cognitive ability Data processing Demography Developmental psychology Emotions Engagement England Female Fundamental and applied biological sciences. Psychology Group care Humans Infant Infant Behavior Infants Language Language Development Longitudinal Studies Magnitude Male Models, Psychological Mother-Child Relations Newborn. Infant Orientation Personality Assessment Prospective Studies Psychological effects Psychology, Child Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Quality of care Social Behavior Social Environment Socioeconomic Factors |
title | Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study |
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