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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
Main Authors: Sylva, Kathy, Stein, Alan, Leach, Penelope, Barnes, Jacqueline, Malmberg, Lars-Erik
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Stein, Alan
Leach, Penelope
Barnes, Jacqueline
Malmberg, Lars-Erik
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.
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identifier ISSN: 0261-510X
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source Applied Social Sciences Index & Abstracts (ASSIA); International Bibliography of the Social Sciences (IBSS); Wiley-Blackwell Read & Publish Collection; Linguistics and Language Behavior Abstracts (LLBA)
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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