Literaturnachweis - Detailanzeige
Autor/inn/en | Narea, Marigen; Cumsille, Patricio; Allel, Kasim |
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Titel | The Impact of Time of Entrance to Center-Based Care on Children's General, Language, and Behavioral Development |
Quelle | In: International Journal of Behavioral Development, 46 (2022) 4, S.278-285 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Narea, Marigen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0165-0254 |
DOI | 10.1177/01650254221089610 |
Schlagwörter | Foreign Countries; Young Children; Child Care; Child Care Centers; School Entrance Age; Child Development; Behavior Development; Language Acquisition; Early Childhood Education; Educational Policy; Mothers; Parent Education; Family Size; Spouses; Outcomes of Education; Chile Ausland; Frühe Kindheit; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Einschulungsalter; Kindesentwicklung; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Mother; Mutter; Parents education; Elternbildung; Elternschule; Familiengröße; Ehepartner; Lernleistung; Schulerfolg |
Abstract | There are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and controlling for the child's age, maternal education, mother's marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as "early-entry" (16%), those children who are more likely to enter before they are 6 months old; "middle-entry" (16%), those who are more likely to enter when they are between 6 and 18 months old; and "late-entry" (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the "early"- and "middle-entry" classes had higher language development when compared with children from the "late-entry" class. Still, only those from the "middle-entry" class showed higher general development in the Battelle test. In contrast, children in the "early"- and "middle-entry" classes presented higher scores in the Child Behavior Checklist's externalizing behavior scale than children in the "late-entry" class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |