Concern Over Internal, External, and Incidence Validity in Studies of Child‐Care Quantity and Externalizing Behavior Problems

Abstract

Literature reviews have concluded that extensive time in early child care is associated with frequent externalizing behavior problems in children. In this article, we address three domains of validity in the work underlying these conclusions: internal, external, and incidence validity. Regarding internal validity, most studies rely on covariate‐adjusted correlations, an approach that is especially vulnerable to selection bias. In studies using more rigorous approaches to reduce selection bias, results are mixed and often inconsistent with the hypothesis that a high quantity of child care causes externalizing problems. Regarding external validity, the field has relied too heavily on U.S. samples. We call for more international replications to allow for sociopolitical variations. Regarding incidence validity, study designs have the widest relevance when structured to address the opportunities and constraints families face today. We suggest researchers ask questions about child‐care quantity that maximize validity in these three domains.

Promoting better functioning among children exposed to high levels of family adversity: the protective role of childcare attendance

“…Also, relying on the richness of the assessments of the ALSPAC clinics, we were able to estimate PSW from an extensive set of child, parent, and socio-demographic characteristics. The use of the PSW control strategy is a more severe adjustment technique for taking account of social selection factors than covariate adjustment, as reported in previous childcare studies (Dearing & Zachrisson, 2017), increasing our confidence in the results observed in the present study.…”

Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding

“…Conversely, Havnes and Mogstad (2011) found strong positive effects of time spent in kindergartens on Norwegian children’s later educational attainment. In sum, the evidence does not suggest a significant long term relationship between externalizing problems and hours spent in Norwegian high quality kindergartens (Dearing & Zachrisson, 2017; Dearing, Zachrisson & Nærde, 2015; Havnes & Mogstad, 2011; Zachrisson et al ., 2013).…”

“…It is unclear how universal access to early high quality child care effects externalizing child behavior problems in Norwegian preschoolers. Studies investigating the effects of child care have relied heavily on US samples, the results are mixed, and often inconsistent with the hypothesis that early non‐maternal care heightens the risk of externalizing disorders (Dearing & Zachrisson, 2017). In a sample of 75,271 1.5–3‐year‐old Norwegian children, Zachrisson, Dearing, Lekhal, and Toppelberg (2013) found little evidence that many hours spent in high quality child care caused externalizing problems in children.…”

Estimating the Consequences of Norway’s National Scale-Up of Early Childhood Education and Care (Beginning in Infancy) for Early Language Skills

“…One reason may be that paid parental leave policy makes 1 year the most common age of entry into ECEC in Norway, whereas many children in the United States enter some form of nonparental care by 9 months (Halle et al, 2009). More generally, however, the internal validity of many studies demonstrating negative consequences of ECEC has been called into question (Dearing & Zachrisson, 2017).…”