Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning.
Saved in:
| Title: | Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning. |
|---|---|
| Authors: | Vandell, Deborah L. (AUTHOR), Lee, Kenneth T.H. (AUTHOR), Whitaker, Anamarie A. (AUTHOR), Pierce, Kim M. (AUTHOR) |
| Source: | Child Development. Jan2020, Vol. 91 Issue 1, p129-144. 16p. 9 Charts. |
| Subjects: | Early childhood education, After school programs, Child care, Student activities, Academic achievement, Externalizing behavior, Social skills education in middle schools, Self-confidence in adolescence, Adolescent development, Research, Child rearing, Research methodology, Evaluation research, Medical cooperation, Comparative studies, Teenagers' conduct of life, Research funding |
| Abstract: | Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.13136 |
