Early child care and early child development: Major findings of the NICHD study of early child care

The changing landscape of maternal employment in the USA has led to more and more children at younger and younger ages experiencing routine, non-maternal care. Great debate about the effects of day care beginning very early in life led to the launch of a major study in the USA, following more than 1000 children from birth. Study findings through the start of school are summarized. These highlight the fact that good quality child care and exposure to centre-based care predict somewhat advanced cognitive-linguistic functioning, but that lots of time spent in any kind of care (irrespective of its quality) and greater exposure to centre-based care are related to elevated—but not clinical—levels of externalizing problem behaviour. Clearly, risks and benefits are associated with early child care, at least as routinely experienced in the USA. It is critically important to distinguish distinctive aspects of the child-care experience (i.e., quality, quantity, type) in order to understand its complex effect on child development.     

Variability in the early development of visual self-recognition

A study was conducted to evaluate the (1) developmental course and (2) the temporal sequencing of visual (mirror, photo) and verbal (personal pronoun use) measures of self-recognition as well as the ability to locate a toy from its mirror image in relation to the child's own mirror image. A microgenetic approach was adopted to assess 10 toddlers biweekly between 15 and 23 months of age and for comparison, a cross-section of children tested once across the same age range. Longitudinal data indicated that visual self-recognition emerged gradually and showed wide variability in expression prior to becoming stable, a finding masked in the cross-sectional data where performance appeared to improve abruptly. Both cross-sectional and longitudinal data confirmed that mirror self-recognition was the earliest precursor of the indices of self-recognition to emerge followed by the use of personal pronouns and photo identification. Implications for the emergence and integration of the self are discussed.     

Young males attending a family-planning clinic: some ideas about consequences of child abuse

33 young males attending a family-planning clinic were asked about the consequences of child abuse as it affects behavioral problems of teens and their interest in programs that deal specifically with these problems. Nine reported they had been victims of abuse. Most believed that drug and alcohol misuse and suicide were the major consequences of child abuse. Fifteen were interested in programs for prevention of child abuse but not for specific problems such as substance misuse and smoking cessation. This study's findings suggest that family-planning clinics with services for males must address their behavioral as well as medical needs.     

Grandmaternal and maternal ethnotheories about early child care.

Parenting ethnotheories represent an organized set of ideas about parents, children, and development that are shared by members of cultural groups. Because these ideas and beliefs reflect cultural models and serve as representational frameworks for parenting strategies, they need to change with historical time. To analyze these changes, the authors interviewed mothers and grandmothers of 3-month-old infants in 4 different cultural environments--urban German middle-class families (41 mothers, 22 grandmothers), urban Indian middle-class families (36 mothers, 12 grandmothers), rural Cameroonian Nso families (29 mothers, 20 grandmothers), and urban Cameroonian Nso families (28 mothers, 12 grandmothers)--in regard to their ideas about infant care. The interviews were analyzed according to content and discourse style. The results reveal that there is not only transmission of parental beliefs from one generation to the next but also variation in adaptation to changing environments. Although the global trend toward more independent cultural models of parenting is confirmed, the magnitude of change varies across the different cultural environments.     

Lack of early child care effects on school-age children's social competence and academic achievement

Teacher ratings of social competence and academic achievement were obtained from a sample of 127 Bermudian children at ages 5, 6, 7 and 8 years. The children were studied first during their pre-school years, when they had been exposed to various amounts and qualities of day care. Quality of care was found to be important to the children's intellectual and social development while they were in the day care settings but not after 1–4 years of primary schooling. In hierarchical and simultaneous regressions, family background characteristics, not child care amounts or qualities, were found to be predictive of social competence and academic achievement in the primary grades. By school age, the effects of infant and preschool child care experiences were no longer influential in children's development, but family background continued to be important. These findings and their implications for child care are discussed.     

Maternal mental health,child care quality,and children's behavior

Moderating effects of non-parental preschool child care quality on the impact of maternal mental health risks on children's behavioral and mental health outcomes were examined. The paper presents data both on the concurrent buffering effects on children at the age of 4 ½ while they are in child care as well as on the longitudinal effects on the children two years later in the first grade. Study participants included 294 mothers, fathers, their children, their children's non-parental caregivers in preschool child care programs and their children's first grade teachers from the Wisconsin Study of Families and Work. Using regression models to examine moderation, we found that in low quality child care, children exposed to elevated maternal depressive symptoms and anger showed more behavioral problems and worse prosocial functioning. In contrast, children in high quality child care did not present higher symptoms in relation to elevated mother mental health risks. Significant moderating effects were found in both concurrent and longitudinal analyses. Results point to potential buffering effects of high quality care for children faced with adverse family factors.     

Maternal preconceptions about parenting predict child temperament, maternal sensitivity, and children's empathy

This study examined the influence of maternal preconceptions on child difficult temperament at 6 months and maternal sensitivity at 12-15 months and whether all 3 variables predicted children's empathy at 21-24 months. Within a low-income, ethnically diverse sample of 175 mother-child dyads, path models were tested with 3 empathy indices (prosocial, indifference, inquisitive) as outcomes. Results indicated that maternal preconceptions significantly predicted child difficult temperament, maternal sensitivity, and children's empathy. Temperament mediated the link between maternal preconceptions and inquisitiveness, and maternal sensitivity mediated the link between preconceptions and prosocial responses. Group modeling techniques revealed no significant differences across gender or ethnicity. Correlations suggested contextual effects based on the familiarity of the person in distress. The implications and utility of developing parenting interventions are discussed.     

Mother–child and father–child mutuality in two contexts: consequences for young children's peer relationships

This study examines the role that context plays in links between relative balance, or mutuality in parent–child interaction and children's social competence. Sixty‐three toddlers and their parents were observed in a laboratory play session and caregiving activity (i.e. eating snack). Mutuality was operationalised as the relative balance in (a) partners' compliance to initiations, and (b) partners' expression of positive emotion. Caregivers rated children's social competence with peers, and children's prosocial and aggressive behaviour with peers was observed in their childcare arrangement. Contextual differences were observed in the manifestation of parent–child mutuality, with both mother–child and father–child dyads displaying higher mutual compliance scores in the play context than in the caregiving context. Father–child dyads also displayed higher levels of shared positive emotion during play than during the caregiving context. There were no differences in a way that parent–child mutuality during play and caregiving was associated with children's social competence with peers. Overall, the results suggest that parent–child mutuality is a quality of parent–child interaction that has consistent links to children's peer competence regardless of the context in which it occurs. Copyright © 2009 John Wiley & Sons, Ltd.     

Peer interaction in child care centres at 15 and 23 months: stability and links with children's socio-emotional adjustment

In this longitudinal study, 70 children were observed during 90 min of free play in their child care centres at 15 and 23 months of age. The children (39 boys and 31 girls) attended 51 different care groups in 39 centres. The occurrence and stability of peer interactions in the second year of life and their relations to children's socio-emotional adjustment were examined. The frequency of children's negative initiatives towards peers showed significant inter-individual stability from 15 to 23 months and predicted child aggressive/disruptive behaviour at 23 months as rated by professional caregivers in child care. Involvement in positive interactions with peers, and particularly positive responses to peer behaviours at 15 months, predicted well-being in child care at 23 months as rated by professional caregivers. The frequency of negative initiatives towards peers significantly increased and the frequency of positive responses to peer behaviours significantly decreased from 15 to 23 months.     

Father–child and mother–child interaction in families with a child feeding disorder: The role of paternal involvement

To date, research about feeding disorder (FD) has focused almost exclusively on the mother–child dyad, ignoring fathers' roles. The current study investigated father–child interactions with children having FD. The sample consisted of 67 children (1–3 years old) and their mothers and fathers. Thirty‐four children, diagnosed with a nonorganic‐based FD (FD group) and 33 children without an FD (control group) were matched for age, gender, birth order, and maternal education. Data were collected during home visits. Mothers were interviewed about their and the father's involvement in childcare. In addition, mother–child and father–child interactions were videotaped during play and feeding. Both mothers and fathers from the FD group experienced less positive parent–child interactions than did parents in the control group. Furthermore, mothers in the FD group reported greater maternal versus paternal childcare involvement than did control group mothers. Finally, FD group mothers exhibited more parental sensitivity than did fathers during feeing interactions; however, this difference was observed only when coupled with low paternal involvement. In families where fathers were highly involved, no difference was evident in paternal and maternal sensitivity. These findings highlight the importance of fathers' involvement, especially in families with children exhibiting an FD.     

Neonatal seizures: early-onset seizure syndromes and their consequences for development

The determination of the developmental consequences of seizure syndromes in the neonate is based upon a number of factors which include: understanding of the clinical and electroencephalographic (EEG) features of neonatal seizures; current theories of the mechanisms by which neonatal seizures are generated; a current classification of neonatal seizures; potential etiologic and risk factors for seizures; and therapies. In addition, different seizure types, mechanisms of generation and etiologies of cerebral dysfunction may vary with conceptional age of the infant. There are a few distinct neonatal epileptic syndromes, which are rare, have been well described: benign neonatal convulsions; benign neonatal familial convulsions; early myoclonic encephalopathy and early infantile epileptic encephalopathy. The prognosis for the first two is relatively good while the outcome for the other two with encephalopathy is catastrophic. However, the majority of neonatal seizures occur as acute, reactive events in association with a wide range of etiologic factors. These etiologic factors, as well as those of the more traditionally defined syndromes, are the main determinants of eventual developmental outcome of neonates who experience seizures. Although experimental data suggests that some epileptic seizures eventually may have physiological, histological, metabolic, or behavioral consequences, there is yet direct evidence in humans to suggest that the occurrence of seizures themselves in the neonate is the main determinant of long-term outcome.     

A few thoughts about the mind,the brain,and a child with early deprivation

Infant brain research is having an increasing impact on child psychotherapy and our understanding of the neurobiological effects of trauma and neglect. This paper outlines the 'experience-dependent' nature of brain development in infancy and the concept of critical periods in such development. The effects of deprivation on child development are illustrated and case material from a child who was institutionalized during his second year is used as a basis for posing questions about the nature of the mind and the brain. In spite of his deprivation, he was able to communicate imaginatively. Schore's proposal for the use of early interventions is put forward to counter discouragement that can be engendered by work with severely deprived children.     

Transforming the debate about child care and maternal employment.

Over the past two decades, the large-scale entrance of women into the work force has fundamentally changed the fabric of work and family life. Unlike 75 other nations, the United States has no comprehensive family policy that helps families cope with the competing demands of work and family. Research within psychology has not been helpful in pointing out the need for a major shift in public policy. This article argues that both governmental policy and psychological research reflect the popular culture's idealized myth of motherhood. It suggests an interruption of the research agenda that searches for negative consequences of maternal employment and alternative child care. A new agenda is proposed that would document the negative consequences of not providing high-quality, affordable day care. This new agenda would also acknowledge the centrality of fathers and family process to developmental outcomes in children.     

Maternal versus nonmaternal care and seven domains of children's development

A series of meta-analyses was conducted on findings from 59 studies to examine the linkage between maternal versus nonmaternal care, 7 indices of child behavior, and 10 potential moderators. Results indicate that children receiving nonmaternal care do not differ from children receiving maternal care on any of the 7 indices. Year of publication and psychometrics of outcome index were found to moderate the linkage between maternal versus nonmaternal care and attachment classification and between maternal versus nonmaternal care and child adjustment, respectively. Examination of the simultaneous impact of extent of care and age of entry on attachment behaviors revealed the moderating impact of the latter. Although it cannot be concluded that nonmaternal care has no impact on children, most of the analyses suggest that in and of itself, or in interaction with one factor at a time, nonmaternal care does not affect child development.     

Relationships among parenting practices,parental stress,child behaviour,and children's social‐cognitive development

The present study included observational and self‐report measures to examine associations among parental stress, parental behaviour, child behaviour, and children's theory of mind and emotion understanding. Eighty‐three parents and their 3‐ to 5‐year‐old children participated. Parents completed measures of parental stress, parenting (laxness, overreactivity), and child behaviour (internalizing, externalizing); children completed language, theory of mind, and emotion understanding measures. Parent–child interactions also were observed (N=47). Laxness and parenting stress predicted children's theory of mind performance and parental usage of imitative gestures and vocalizations accounted for unique variance in emotion understanding. Associations also were found between child behaviour and emotion understanding. Results provide support for direct and indirect associations between parent–child interactions and early social‐cognitive development. Copyright © 2008 John Wiley & Sons, Ltd.     

Early childhood cortisol reactivity moderates the effects of parent–child relationship quality on the development of children's temperament in early childhood

Positive parenting has been related both to lower cortisol reactivity and more adaptive temperament traits in children, whereas elevated cortisol reactivity may be related to maladaptive temperament traits, such as higher negative emotionality (NE) and lower positive emotionality (PE). However, no studies have examined whether hypothalamic‐pituitary‐adrenal axis activity, as measured by cortisol reactivity, moderates the effect of the quality of the parent–child relationship on changes in temperament in early childhood. In this study, 126 3‐year‐olds were administered the Laboratory Temperament Assessment Battery (Lab‐TAB; Goldsmith et al., 1995) as a measure of temperamental NE and PE. Salivary cortisol was collected from the child at 4 time points during this task. The primary parent and the child completed the Teaching Tasks battery (Egeland et al., 1995), from which the quality of the relationship was coded. At age 6, children completed the Lab‐TAB again. From age 3 to 6, adjusting for age 3 PE or NE, a better quality relationship with their primary parent predicted decreases in NE for children with elevated cortisol reactivity and predicted increases in PE for children with low cortisol reactivity. Results have implications for our understanding of the interaction of biological stress systems and the parent–child relationship in the development of temperament in childhood.     

Theory of mind and epistemological development: the relation between children's second-order false-belief understanding and their ability to reason about evidence

The study investigates the hypothesis that children's ability to attribute second-order beliefs facilitates their understanding of evidence, as seen in the ability to distinguish between causes and reasons. Seventy-four children 5–7 yr old were given belief and evidence tests. The belief tests assessed their ability to represent and reason from second-order false-beliefs, and the evidence tests assessed their ability to distinguish between the cause of a situation and a person's reason for believing it. The relation between performance on the two tests was determined, taking into account general language and non-verbal reasoning abilities. Results show that performance on the belief test and on the evidence part of the evidence test improved significantly over the age range, and that a significant proportion of variance in the evidence test scores is accounted for by second-order false-belief understanding, over and above that accounted for by general language and non-verbal abilities. The argument is made that second-order false-belief understanding is fundamental to children's epistemological development, underlying not just their understanding of evidence, but also their understanding of inference and truth.     

The evolution of beasts and babies: recapitulation, instinct, and the early discourse on child development

The field of "child study" emerged at the end of the nineteenth century with the purpose of disclosing children's "nature" for the benefit of parents, educators, psychologists, and other interested groups. Borrowed from the biological sciences, narratives of biological recapitulation were common in the discourses about child development during this period. Such theories often measured children against "savages," but they also suggested that the study of childhood offered clues into the evolutionary relationships between humans and animals. By emphasizing the relevance of children's "instincts," observers of child development explained child behavior as the tissue that linked humans and animals.