Differential Effect of Duration of Early Childcare under the Age of Three on Socio-Emotional Outcomes
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| Title: | Differential Effect of Duration of Early Childcare under the Age of Three on Socio-Emotional Outcomes |
|---|---|
| Language: | English |
| Authors: | Linberg, Anja (ORCID |
| Source: | Early Child Development and Care. 2020 190(16):2505-2519. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Program Length, Time Factors (Learning), Emotional Development, Social Development, Early Childhood Education, Child Care, Family Environment, Family Characteristics, Preschool Children, Educational Environment, Personality Problems, Prosocial Behavior, Parenting Styles, Parent Child Relationship, Stress Variables, Foreign Countries, Behavior Problems, Questionnaires, Screening Tests |
| Geographic Terms: | Germany |
| Assessment and Survey Identifiers: | Strengths and Difficulties Questionnaire |
| DOI: | 10.1080/03004430.2019.1588891 |
| ISSN: | 0300-4430 |
| Abstract: | International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child's life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning environment and the child on these effects remain unclear. Therefore, we investigated (a) whether the duration of ECEC is associated with child's socio-emotional outcomes and (b) whether results differ according to child's temperament and parental sensitivity by using data of the German National Educational Panel Study. Contrary to international study results, we find that, irrespective of parental sensitivity, more years spent in early childcare under the age of 3 significantly relates to lower rates of peer problems. Particularly children with a moderately difficult temperament seem to profit from attending more years in ECEC with regard to their prosocial behaviour. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279188 |
| Database: | ERIC |
| Abstract: | International study results point to potential negative associations of time spent in early childhood education and care (ECEC) centres in the first 3 years of a child's life and socio-emotional outcomes. However, the transferability of international results to the German ECEC system and the impact of characteristics of the home learning environment and the child on these effects remain unclear. Therefore, we investigated (a) whether the duration of ECEC is associated with child's socio-emotional outcomes and (b) whether results differ according to child's temperament and parental sensitivity by using data of the German National Educational Panel Study. Contrary to international study results, we find that, irrespective of parental sensitivity, more years spent in early childcare under the age of 3 significantly relates to lower rates of peer problems. Particularly children with a moderately difficult temperament seem to profit from attending more years in ECEC with regard to their prosocial behaviour. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2019.1588891 |
