Time spent in different types of childcare and children's development at school entry: an Australian longitudinal study

ObjectiveTo investigate whether the total amount of time in childcare through the first 3 years of life was associated with children's receptive vocabulary, externalising and internalising problem behaviours at age 4–5 years, and whether this association varied for different types of childcare.MethodsWe used data from the prospective, population-based Longitudinal Study of Australian Children (n=3208–4066, depending on outcome). Parental reports of the time spent in different types of childcare were collected at face-to-face interviews at age 0–1years and at age 2–3 years. Children's receptive vocabulary was directly assessed in the child's home, and externalising and internalising behaviours were measured by questionnaire, completed by parents and teachers at age 4–5 years.ResultsAt 3 years of age, 75% of the sample spent regular time in the care of someone other than the parent. After adjustment, more time in childcare was not associated with children's receptive vocabulary ability but was associated with higher levels of parent-reported (β=0.10 (95% CI 0.00 to 0.21)) and teacher-reported (β=0.31 (0.19 to 0.44)) externalising problem behaviours and lower levels of parent-reported internalising problem behaviours (β=−0.08 (−0.15 to −0.00)). Compared with children who did not attend any type of childcare, children in centre-based care had higher parent-reported and teacher-reported externalising and lower internalising problem behaviours.ConclusionsMore time in centre-based childcare (but not other types of care) through the first 3 years of life was associated with higher parent-reported and teacher-reported externalising problem behaviours, and lower parent-reported internalising problem behaviours but not with children's receptive vocabulary ability at school entry.

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Which time investments in the first 5 years of life matter most for children’s language and behavioural outcomes at school entry?

International Journal of Epidemiology ◽

10.1093/ije/dyz192 ◽

2019 ◽

Vol 49 (2) ◽

pp. 548-558 ◽

Cited By ~ 1

Author(s):

Angela Gialamas ◽

Dandara G Haag ◽

Murthy N Mittinty ◽

John Lynch

Keyword(s):

Production Function ◽

Receptive Vocabulary ◽

School Entry ◽

New Production ◽

Educational Activities ◽

Time Investment ◽

Problem Behaviours ◽

Important Time ◽

Log Linear ◽

Externalizing Problem

Abstract Background The ways children spend their time is one of the most valuable inputs for healthy child development. It is unknown which time investment yields the greatest return for children’s language and behavioural outcomes at school entry. Methods We used data from the first three waves (2004, 2006, 2008) of the Longitudinal Study of Australian Children (n = 4253). At every wave, parents completed 24-h time-use diaries on one randomly selected week and one weekend day. The amount of time children spent on 11 activities at ages 0–1, 2–3 and 4–5 years was analysed. Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test, and externalizing behaviours were measured by the Strengths and Difficulties Questionnaire, completed by parents and teachers at 4–5 years. To identify which time investment in the first 5 years of life mattered most for children’s outcomes, a new production function was developed. This production function was estimated using a log–log linear regression model. Results Relative to other time investments, time spent on educational activities at 2–3 years of age was the most important time investment for receptive vocabulary and behavioural outcomes at school entry. After adjusting for confounding, every 1 h invested in educational activities at 2–3 years was associated with a 0.95% [95% CI (confidence interval): 0.62, 1.28] increase in receptive vocabulary, and a −5.72% (95% CI: −7.71, −3.73) and −9.23% (95% CI: −12.26, −6.20) reduction in parent- and teacher-reported externalizing problem behaviours. Time invested in play was also important to both receptive vocabulary and behaviour. One hour invested in play at 2–3 and 4–5 years was associated with a 0.68% (95% CI: 0.38, 0.98) and 0.71% (95% CI: 0.39, 1.03) increase in children’s receptive vocabulary at school entry. In addition, time invested in play at 2–3 and 4–5 years was associated with reduced problem behaviours at school entry. In contrast, screen time at all ages was associated with poorer parent- and teacher-reported externalizing problem behaviours. Conclusions These results suggest that time invested in educational activities at 2–3 years of age yield the greatest return for children’s receptive vocabulary and behaviour at school entry.

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How do different types of intragroup conflict affect group potency in virtual compared with face-to-face teams? A longitudinal study †

Behaviour and Information Technology ◽

10.1080/01449290600875151 ◽

2008 ◽

Vol 27 (2) ◽

pp. 107-114 ◽

Cited By ~ 10

Author(s):

E. M. Lira ◽

P. Ripoll ◽

J. M. Peiró ◽

V. Orengo

Keyword(s):

Longitudinal Study ◽

Intragroup Conflict ◽

Face To Face ◽

Group Potency ◽

Different Types

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Faculty Opinions recommendation of A Population-based Study Evaluating the Association between Surgery in Early Life and Child Development at Primary School Entry.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.726585085.793521818 ◽

2016 ◽

Author(s):

Anne M Lynn

Keyword(s):

Child Development ◽

Primary School ◽

Early Life ◽

Population Based ◽

School Entry ◽

Population Based Study

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Sex disparities in cardiovascular health metrics among rural-dwelling older adults in China: a population-based study

BMC Geriatrics ◽

10.1186/s12877-021-02116-x ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Xiaolei Han ◽

Ziying Jiang ◽

Yuanjing Li ◽

Yongxiang Wang ◽

Yajun Liang ◽

...

Keyword(s):

Older Adults ◽

Rural Communities ◽

Cardiovascular Health ◽

Rural China ◽

Descriptive Analysis ◽

Population Based ◽

Baseline Survey ◽

Chinese Older Adults ◽

Face To Face ◽

Sex Disparities

Abstract Background Cardiovascular health (CVH) metrics among Chinese older adults are poorly understood. We investigated sex disparities in CVH metrics and their management among rural-dwelling older adults in China. Methods This community-based study included 5026 participants (age ≥ 65 years; 57.2% women) in the baseline survey of a multimodal intervention study in rural China. In March–September 2018, data were collected through face-to-face interviews, clinical examinations, and laboratory tests. We defined six CVH metrics (three behavioral factors—smoking, body mass index, and physical activity; three biological factors—blood pressure, total cholesterol, and blood glucose) following the modified American Heart Association’s recommendations. We performed descriptive analysis separately for men and women. Results Of all participants, only 0.8% achieved ideal levels in all six CVH metrics. Men were more likely than women to have ideal levels in all CVH metrics but smoking. Women had higher prevalence of ideal global (9.7% vs. 7.8%) and behavioral (18.3% vs. 9.5%) CVH metrics (p < 0.001), whereas men had higher prevalence of ideal biological CVH metrics (5.4% vs. 3.5%, p < 0.001). The prevalence of ideal global and behavioral CVH metrics increased with age in both women and men (p for trend< 0.001). Women were more likely to be aware of their hypertension and diabetes, and to receive antihypertensive treatment, while men were more likely to achieve the goal of high cholesterol treatment (p < 0.05). Conclusions The CVH metrics among older adults living in the rural communities in China are characterized by an extremely low proportion of optimal global CVH metrics and distinct sex differences, alongside poor management of major biological risk factors. Trial registration ChiCTR1800017758 (Aug 13, 2018).

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