Cumulative and Differential Effects of Early Child Care and Middle Childhood Out‐of‐School Time on Adolescent Functioning

Vandell, Deborah Lowe; Lee, Kenneth T. H.; Whitaker, Anamarie A.; Pierce, Kim M.

doi:10.1111/cdev.13136

Cited by 24 publications

(23 citation statements)

References 28 publications

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“…Maternal education in years was measured at the 1-month home visit. These indicators are reliable measures and have been used in several studies with the NICHD SECCYD data (Vandell et al, 2016;Vandell, Lee, Whitaker, & Pierce, 2020). Descriptive and correlational statistics of continuous covariates are provided in Table S2.…”

Section: Methodsmentioning

confidence: 99%

Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

Simpkins

Tulagan

Lee

et al. 2020

Developmental Psychology

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Children's work habits at school include being a hard worker, turning in work on time, following classroom rules, and putting forward one's best effort. Models on youth character, noncognitive skills, and social-emotional learning suggest that self-management skills like work habits are critical for individuals' subsequent academic success. Using data from 1,124 children in the NICHD Study of Early Childcare and Youth Development (49% female; 77% White), we examined children's developing work habits from first to sixth grade and their developmental cascading effects on academic outcomes at the beginning and end of high school as well as at age 26. The findings on differential stability of work habits (i.e., bivariate correlations) suggest that children were likely to maintain their relative position among peers from first to sixth grade. The complementary findings on mean-level changes from the latent growth curves suggest that children's work habits exhibited mean-level increases over the same period, meaning that children's work habits became more advanced from first to sixth grade. Models used to examine the developmental cascades of work habits suggest that children's work habits at first grade and the growth in children's work habits from first to sixth grade (a) directly predicted their academic outcomes at the beginning and the end of high school, and (b) indirectly predicted their educational attainment at age 26 through their academic outcomes during adolescence. These findings underscore the importance of foundational noncognitive skills during middle childhood that predict individuals' academic outcomes up to 20 years later in adulthood.

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Section: Methodsmentioning

confidence: 99%

Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

Simpkins

Tulagan

Lee

et al. 2020

Developmental Psychology

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show abstract

“…The mean hours per week across the 13 epochs was highly correlated with the proportion of epochs ( r = .60). A proportion of epochs in organized activities was used in the primary analyses because it was less skewed than mean hours per week and had been previously linked to child developmental outcomes during middle childhood (NICHD Early Childcare Research Network, 2004; Vandell et al, 2020a).…”

Section: Methodsmentioning

confidence: 99%

“…In that paper, higher-quality early childcare AND more epochs of organized activities during middle childhood were both linked to higher academic achievement at age 15 years, consistent with Zigler and Berman's (1983) proposition that cumulative experiences in early childhood and middle childhood may result in larger, sustained academic gains. In addition, Vandell et al (2020a) found differential associations in the behavioral domain at age 15. ECE hours was related to less impulse control at age 15, whereas organized activities during middle childhood were not related to impulse control at that age.…”

Section: After-school Organized Activities and Later Problem Behaviorsmentioning

confidence: 99%

From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities

2020

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Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development.

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“…Empirical studies provide support for the benefits of extracurricular involvement on multiple child outcomes during the school‐age and adolescent years. Higher levels of extracurricular involvement initiated at school‐age have been associated with subsequent socioemotional and academic adjustment during the school‐age years (Aumètre & Poulin, 2018; Denault & Déry, 2015; Oberle, Ji, Magee, et al, 2019) and in adolescence (Metsäpelto & Pulkkinen, 2012; Neely & Vaquera, 2017; Oberle, Ji, Guhn, Schonert‐Reichl, & Gadermann, 2019; Vandell, Lee, Whitaker, & Pierce, 2018). These results also have been evident for adolescents from low‐income households.…”

Section: Introductionmentioning

confidence: 99%

Indirect effects of the Family Check‐Up on youth extracurricular involvement at school‐age through improvements in maternal positive behavior support in early childhood

et al. 2020

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Extracurricular involvement in the school‐age years has widespread potential benefits for children's subsequent socioemotional development, especially for low‐income youth. However, there is a dearth of research on interventions aimed at increasing school‐age extracurricular involvement in low‐income youth. Thus, the present study aimed to test the collateral effect of a brief, family‐focused intervention for low‐income families, the Family Check‐Up, on children's school‐age extracurricular involvement via improvements in maternal positive behavior support (PBS) in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At the age of two, families were randomly assigned to the Family Check‐Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother‐child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess PBS. Primary caregivers reported on children's school‐age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school‐age extracurricular involvement, a significant indirect path emerged from intervention group to changes in PBS between ages 2 to 3 to children's school‐age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school‐age, particularly for children at risk for maladaptive outcomes.

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Cumulative and Differential Effects of Early Child Care and Middle Childhood Out‐of‐School Time on Adolescent Functioning

Cited by 24 publications

References 28 publications

Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities

Indirect effects of the Family Check‐Up on youth extracurricular involvement at school‐age through improvements in maternal positive behavior support in early childhood

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