M P C M Luijk1,2, M Linting3, J Henrichs4, C M Herba5, M L Verhage6, J J Schenk1, L R Arends1,7, H Raat8, V W V Jaddoe9,10, A Hofman10, F C Verhulst2, H Tiemeier2,10,11, M H van IJzendoorn1,3. 1. School of Pedagogical and Educational Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands. 2. Department of Child and Adolescent Psychiatry and Psychology, Erasmus Medical Center Rotterdam, Rotterdam, The Netherlands. 3. Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands. 4. Department of Developmental Psychology, Tilburg University, Tilburg, The Netherlands. 5. Department of Psychology, Université du Québec à Montréal and Centre de Recherche du CHU Sainte-Justine, Montréal, QC, Canada. 6. Department of Clinical Child and Family Studies, VU University Amsterdam, Amsterdam, The Netherlands. 7. Institute for Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands. 8. Department of Public Health, Erasmus University Medical Center Rotterdam, Rotterdam, The Netherlands. 9. The Generation R Study Group, Erasmus Medical Center Rotterdam, Rotterdam, The Netherlands. 10. Department of Epidemiology, Erasmus Medical Center Rotterdam, Rotterdam, The Netherlands. 11. Department of Psychiatry, Erasmus Medical Center Rotterdam, Rotterdam, The Netherlands.
Abstract
BACKGROUND: The effects of child care services on several domains of child development have been extensively investigated, but evidence regarding the effects of child care on language development remains inconclusive. METHODS: Within a large-scale population-based study, we examined the longitudinal associations between non-parental child care and language development from 1 to 6 years (n = 5375). RESULTS: Results showed that more hours in non-parental child care were associated with better language abilities. However, more hours in care in the first year of life were associated with less language proficiency at ages 1 to 1.5. At later ages, this effect disappeared and language proficiency increased. Furthermore, children who spent more hours in centre-based care had better language scores than children in home-based care. Ethnicity, socio-economic status, gender or parity did not change these results. CONCLUSIONS: This large, multi-ethnic study demonstrates beneficial effects of non-parental child care, particularly centre-based care, on language proficiency later in childhood.
BACKGROUND: The effects of child care services on several domains of child development have been extensively investigated, but evidence regarding the effects of child care on language development remains inconclusive. METHODS: Within a large-scale population-based study, we examined the longitudinal associations between non-parental child care and language development from 1 to 6 years (n = 5375). RESULTS: Results showed that more hours in non-parental child care were associated with better language abilities. However, more hours in care in the first year of life were associated with less language proficiency at ages 1 to 1.5. At later ages, this effect disappeared and language proficiency increased. Furthermore, children who spent more hours in centre-based care had better language scores than children in home-based care. Ethnicity, socio-economic status, gender or parity did not change these results. CONCLUSIONS: This large, multi-ethnic study demonstrates beneficial effects of non-parental child care, particularly centre-based care, on language proficiency later in childhood.
Authors: Eloi Gagnon; Michel Boivin; Catherine Mimeau; Bei Feng; Genevieve Morneau-Vaillancourt; Sophie Aubé; Mara Brendgen; Frank Vitaro; Ginette Dionne Journal: Child Psychiatry Hum Dev Date: 2022-10-21