Spanking and children's early academic skills: Strengthening causal estimates

Kang, Jeehye

doi:10.1016/j.ecresq.2022.05.005

Cited by 3 publications

(1 citation statement)

References 69 publications

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“…These point estimates are smaller than the average effect size (d = −0.33, 95%CI [−0.29, −0.38]). identified in a meta-analysis of 111 bivariate effect sizes representing 160,927 children, mostly from the United States (Gershoff & Grogan-Kaylor, 2016), but are similar to the effect sizes found in studies using longitudinal samples and stronger methodological designs (e.g., d range = −0.04, −0.21; Cuartas et al, 2020;Gershoff et al, 2018;Kang, 2022;Okuzono et al, 2017). Somewhat unexpectedly, estimates for the FE models were larger than those from random-effect models, which warrants further research.…”

Section: Discussionsupporting

confidence: 62%

Estimating the association between spanking and early childhood development using between- and within-child analyses.

Cuartas

2024

Psychology of Violence

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Objective: Most research establishing the association between spanking and child development has used cross-sectional data and correlational methods in high-income countries, raising questions about the internal (i.e., causality) and external (e.g., generalizability) validity of this work. The main objective of this study is to use more internally valid methods to assess the links between spanking and developmental outcomes in four low-andmiddle-income countries. Method: This study employs data from four longitudinal studies conducted in Bhutan, Cambodia, Ethiopia, and Rwanda, comprising 3,048 young children (M age = 53.11 months, SD = 9.16 in the first round of data collection), which used comparable information on parent reports of spanking and direct assessments of children's development measured by the International Development and Early Learning Assessment. Results: Findings from random-and fixed-effects models that use both between-and within-child variation show that spanking relates to an array of negative cognitive, social-emotional, and motor outcomes. Yet, the results also demonstrate heterogeneity in estimates between sites, which warrants further investigation. Conclusions: These results, along with prior evidence, indicate that spanking might harm the early developmental skills that serve as children's foundation for lifelong well-being. Therefore, considering issues of human rights, existing evidence, and following a precautionary principle, policymakers, and practitioners should invest in strategies aimed at preventing and reducing spanking and other forms of violence against children across the world.

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Section: Discussionsupporting

confidence: 62%

Estimating the association between spanking and early childhood development using between- and within-child analyses.

Cuartas

2024

Psychology of Violence

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Spanking and executive functioning in US children: A longitudinal analysis on a matched sample

Kang,

Rodriguez

2023

Child Abuse & Neglect

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Social Workers Should Stand against Physical Punishment of Children

Lee¹

2023

Social Work

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The National Association of Social Workers (NASW) is the leading professional organization for social work that established the Code of Ethics and sets the policy agenda for the profession. Guided by the Code of Ethics and the Grand Challenges for Social Work goal to “build healthy relationships to end violence,” the NASW Social Work Speaks policy compendium should reassert its statement against the physical punishment of children. This recommendation aligns with the United Nations Convention on the Rights of the Child and children’s right to protection from violence; the rigorous empirical research base, which demonstrates that physical punishment has detrimental consequences to child well-being; and similar policy statements issued by allied professional organizations. The NASW policies can advocate for ending violence against children by providing guidance on disciplinary practices that are based on principles of nonviolence and that respect children’s human rights. Practitioners can support caregivers through interventions that provide alternatives to physical punishment.

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Spanking and children's early academic skills: Strengthening causal estimates

Cited by 3 publications

References 69 publications

Estimating the association between spanking and early childhood development using between- and within-child analyses.

Estimating the association between spanking and early childhood development using between- and within-child analyses.

Spanking and executive functioning in US children: A longitudinal analysis on a matched sample

Social Workers Should Stand against Physical Punishment of Children

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