Quality of childcare influences children's attentiveness and emotional regulation at school entry

Resource Type: Reports & Papers
Author(s): Gialamas, Angela; Sawyer, Alyssa C. P.; Mittinty, Murthy N.; Zubrick, Stephen; Sawyer, Michael G.; Lynch, John W.
Date Issued: October, 2014
Description: Objective To examine the association between domain-specific qualities of formal childcare at age 2-3 years and children's task attentiveness and emotional regulation at age 4-5 and 6-7 years. Study design We used data from the Longitudinal Study of Australian Children (n = 1038). Three domain-specific aspects of childcare quality were assessed: provider and program characteristics of care, activities in childcare, and carer-child relationship. Two self-regulatory abilities were considered: task attentiveness and emotional regulation. Associations between domain-specific qualities of childcare and self-regulation were investigated in linear regression analyses adjusted for confounding, with imputation for missing data. Results There was no association between any provider or program characteristics of care and children's task attentiveness and emotional regulation. The quality of activities in childcare were associated only with higher levels of emotional regulation at age 4-5 years ([beta] = 0.24; 95% CI, 0.03-0.44) and 6-7 years ([beta] = 0.26; 95% CI, 0.04-0.48). Higher-quality carer-child relationships were associated with higher levels of task attentiveness ([beta] = 0.20; 95% CI, 0.05-0.36) and emotional regulation at age 4-5 years ([beta] = 0.19; 95% CI, 0.04-0.34) that persisted to age 6-7 years ([beta] = 0.26; 95% CI, 0.10-0.42; [beta] = 0.31; 95% CI, 0.16-0.47). Conclusion Among children using formal childcare, those who experienced higher-quality relationships were better able to regulate their attention and emotions as they started school. Higher emotional regulation was also observed for children engaged in more activities in childcare. Beneficial effects were stable over time. (author abstract)
show entire record ↓
Journal Title: Journal of Pediatrics
Volume Number: 165
Issue Number: 4
Page Range: 813-819.e3
Note: This resource is based on data from the Longitudinal Study of Australian Children
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality

International Child Care & Early Education > Single-Country Studies
Country: Australia
ISSN: 1097-6833 Online
0022-3476 Paper
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Student-Teacher Relationship Scale Instruments




More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Social inequalities in childcare quality and their effects on children's development at school entry: Findings from the Longitudinal Study of Australian Children Reports & Papers
Time spent in different types of childcare and children's development at school entry: An Australian longitudinal study Reports & Papers
The association between physical activity, sedentary behavior, sleep, and body mass index z-scores in different settings among toddlers and preschoolers Reports & Papers
Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement Reports & Papers
Risk factors for respiratory infections among children attending day care centres Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.