Pre-school childcare and inequalities in child development

Green, Michael J.; Pearce, Anna; Parkes, Alison; Robertson, Elaine; Katikireddi, Srinivasa Vittal

doi:10.1016/j.ssmph.2021.100776

Cited by 12 publications

(12 citation statements)

References 52 publications

(37 reference statements)

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“…SES is associated with declined scores on cognitive and language development and reduced cortical volume and thickness in children 38 , 39 . Second, lack of access to community sources (e.g., library, museum, and cultural activities center), lower quality of education (teachers with lower wages and levels of training), and reduced access to preschool education 24 , 36 , 40 . Third, significantly lower levels or lack of parenting sensitivity and stimulation in rural regions were associated with the poor performance of children 41 , 42 .…”

Section: Discussionmentioning

confidence: 99%

Associations between urban birth or childhood trauma and first-episode schizophrenia mediated by low IQ

et al. 2022

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Exposure to urban birth, childhood trauma, and lower Intelligence Quotient (IQ) were the most well-established risk factors for schizophrenia in developed countries. In developing countries, whether urban birth is a risk factor for schizophrenia and how these factors are related to one another remain unclear. This study aimed to investigate whether IQ mediates the relationship between urban birth or childhood trauma and first-episode schizophrenia (FES) in China. Birthplace, childhood trauma questionnaire (CTQ), and IQ were collected from 144 patients with FES and 256 healthy controls (HCs). Hierarchical logistic regression analysis was conducted to investigate the associations between birthplace, childhood trauma, IQ, and FES. Furthermore, mediation analysis was used to explore the mediation of IQ in the relationship between birthplace or childhood trauma and FES. After adjusting for age, sex and educational attainment, the final model identified urban birth (odds ratio (OR) = 3.15, 95% CI = 1.54, 6.44) and childhood trauma (OR = 2.79, 95% CI = 1.92, 4.06) were associated an elevated risk for FES. The 52.94% total effect of birthplace on the risk of FES could be offset by IQ (indirect effect/direct effect). The association between childhood trauma and FES could be partly explained by IQ (22.5%). In total, the mediation model explained 70.5% of the total variance in FES. Our study provides evidence that urban birth and childhood trauma are associated with an increased risk of FES. Furthermore, IQ mediates the relationship between urban birth or childhood trauma and FES.

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Section: Discussionmentioning

confidence: 99%

Associations between urban birth or childhood trauma and first-episode schizophrenia mediated by low IQ

et al. 2022

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“…For this reason, public investment in ECE targets ‘school readiness’ to improve children's development, ongoing learning trajectories, and life chances. Yet not every ECE program is successful in delivering positive outcomes for children (Green et al, 2021 ; Melhuish et al, 2015 ). Understanding what constitutes a high‐quality ECE program and the specific features and thresholds of quality that deliver improved outcomes for children, remains a policy target and research challenge.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emotional quality of early education programs improves language learning: A within‐child across context design

Rankin¹,

Staton²,

Potia³

et al. 2022

Child Development

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Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between‐child differences. A within‐child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48% female, 2.9% Indigenous, ethnicity data unavailable) tracked across pre‐K, K, and year 1 (2010–2012) was conducted to assess how changes in observed quality (Classroom Assessment Scoring System) were associated with changes in cognitive development (Woodcock–Johnson III). Thresholds of quality were also investigated. Increases in Emotional Support were associated with improved language development (β = 0.54, 95% CI [0.1–0.99], approximating 2.6 weeks development). Results highlight that emotional quality is an integral and potent component of early learning.

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“…Mounting evidence from practitioner and parental observations (e.g. DfE, 2022; Early Years Alliance, 2021; Hogg and Mayes, 2022; La Valle et al, 2022; Nicholls et al, 2020; Ofsted, 2020; Tracey et al, 2022), as well as from quantitative measures from children, their families and early years settings (Davies, Hendry et al, 2021; González et al, 2022; Green et al, 2021; Hendry et al, 2022), suggests that the lockdowns led to delays in key developmental skills. This potentially affects children’s experience of starting school, also known as school readiness.…”

Section: Introductionmentioning

confidence: 99%

Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19

Davies,

Kong,

Hendry

et al. 2023

Journal of Early Childhood Research

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Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months ( M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.

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Pre-school childcare and inequalities in child development

Cited by 12 publications

References 52 publications

Associations between urban birth or childhood trauma and first-episode schizophrenia mediated by low IQ

Associations between urban birth or childhood trauma and first-episode schizophrenia mediated by low IQ

Emotional quality of early education programs improves language learning: A within‐child across context design

Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19

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