HALDEBIQUE Geoffroy ROYER Johan Crime motivated attacks Hacktivism Cyber Warfare.
supp.apa.orgsupp.apa.org/.../supplemental/a0038951/z2p003153480so1.docx · Web viewN = 6.000 parent...
Click here to load reader
Transcript of supp.apa.orgsupp.apa.org/.../supplemental/a0038951/z2p003153480so1.docx · Web viewN = 6.000 parent...
Supplemental Materials
Time Spent in Child Care: How and Why Does It Affect Social Development?
by A. C. Huston et al., 2015, Developmental Psychology
http://dx.doi.org/10.1037/a0038951
Online Table A
Quantity of Care Findings from the NICHD Study of Early Child Care and Youth Developmenta,b
Age assessedYear of publication
Mother rated problems, social skills
Teacher/caregiver rated problems, social skills
Other measure of child social development
Qualifiers, moderators
15 months1997b
NA NA Security of attachment to mother. No main effects.
Interaction of quantity x maternal sensitivity. Low sensitivity and high quantity had fewer children with secure attachment.
24 months1998a
Behavior problems = 0Social competence = 0
Behavior problems = ↑All child care variables accounted for 2% of total variance
Observed defiance with M = 0Observed negative behavior with M = 0Noncompliance in CC = 0
36 months1998a
Behavior problems = 0Social competence = 0
Behavior problems = 0 Observed defiance with M = 0Observed negative behavior with M = 0
36 months2001b
NA NA Attachment to mother.No main effects of quantity.
Interaction of quantity x maternal sensitivity.Low sensitivity and high quantity had higher % insecure, inhibited children.High sensitivity and high quantity had higher % secure children.
24 months2001aPeer interactions
Positive sociability = 0Negative/aggression = 0
Positive sociability = 0Negative/aggression = ↑24 mo = .1136 mo = .04
Observed play in child care Positive = 0 Negative = 0
36 months2001aPeer interactions
Positive sociability = 0Negative/aggression = 0
Positive sociability = 0Negative/aggression = 0
Observed play in child care Positive = 0 Negative = 0Observed dyadic play: Peer skill = 0 Peer aggression = 0 Self assertion = 0
Care 6-24 monthsOutcome 6-36 months.1999Mother-child interaction
NA NA Observed mother-child interaction:Mother sensitivity = ↓ (without quality in model)Mother sensitivity = 0 (with quality included; smaller sample)b
Child engagement = ↓
Care 0-3 yearsOutcome:36 months -1st grade2003cMother-child interaction
NA NA Observation of mother-child interaction at 36, 54, 1st grade Maternal sensitivity = 0 Child engagement = 0
Interaction of ethnic group x quantity (sensitivity and engagement): White non-Hisp = ↓ Non-white = ↑Interaction of quantity x time (mother sensitivity only): Sensitivity at 3 yr = ↓ Sensitivity later = 0
4.5 yr.2002 & 2003a
Social competence = ↓ r = -.08Externalizing = 0
Social competence ↓r = -.12Externalizing ↑ r = .20Caregiver conflict ↑ r = .16
Observed in child care: Positive = 0 Negative = 0Dyadic play Positive = 0 Negative = 0
24, 36, 54 months2006
Social skills = 0Behavior problems = 0
Social skills = 0Behavior problems 24 mo = 0 36 mo ↑ r = .09 54 mo ↑ r = .14Conflict with teacher 54 mo ↑ r = .13
K2003a
Social competence = 0Externalizing = ↑
Social competence = 0Externalizing ↑ r = .08Caregiver conflictt ↑ r = .08
54 months - 3rd Social skill = 0 Social skill = ↓ NA Age x quantity
grade2005b
Externalizing = 0Conflict = 0
Externalizing = ↑Conflict = ↑Social emotional well-being = 0
interaction for externalizing and conflict. With age, association of quantity with externalizing and teacher conflict declined to nonsignificant levels.Externalizing: 4.5 = .12, 1st = .08, 3rd = .03Conflict: 4.5 = .11, 1st = .07, 3rd = .05
54 months.-6th
gradeBelsky et al., 2007
NA Social skill = 0Externalizing = 0Conflict = 0Social emotional well-being = 0
NA Age x quantity interaction for externalizing and conflict. With age, association of quantity with externalizing and teacher conflict declined to nonsignificant levels.Externalizing:4.5 r = .11,1st r = .07,3rd r = .03;6th r = -.03Conflict:4.5 r = .12, 1st r = .11,3rd r = .05,6th r = -.02
9th gradeVandell et al.,
NA NA Self-reports: Risk taking d = .09
2010 Impulsivity d = .13 Externalizing 0
a. Relations of cumulative quantity to child social behavior. Quantity is defined as average hours/week from 4 months of age to
age of assessment. All analyses include all children remaining in the sample at time of assessment b. Where available, effect sizes are given for significant main effects. Except where noted, they are partial correlations of hours in
care with the outcome, controlling for other variables in the model. They indicate in standard deviation units how much increase in the outcome is expected for an increase of one standard deviation in the predictor. In one study, d is the effect size, indicating the predicted mean difference between youth with high (30+) and low (<10) amounts of child care experience.
c. The sample with quality in the analysis was restricted to children who were observed in child care. The sample without quality was larger because it included all children.
Key: ↑ = positive coefficient for the association of quantity with dependent variable, p < .05. 0 = no significant association of quantity with dependent variable. ↓ = negative coefficient for the association of quantity with dependent variable, p < .05.
Online Table BRelations of Cumulative Experience in Center or Large Group Care to Child Social Behavior in NICHD Studya
PredictorAge assessedYear of publication
Mother rated problems, social skills
Teacher/caregiver rated problems, social skills
Other measure of child social development
Qualifiers, moderators
In settings with 2 or more other children24 months1998a
Behavior problems = 0Social competence = 0
Behavior problems = ↑ Observed defiance with M = 0Observed negative behavior with M = 0Noncompliance in CC = ↑
In settings with 2 or more other children36 months1998a
Behavior problems = 0Social competence = 0
Behavior problems = ↑ Observed defiance with M = 0Observed negative behavior with M = 0
Peer availability24 months2001a
Positive sociability = 0Negative/aggression = 0
Positive sociability = 0Negative/aggression = ↑r = .09
Observed play in child care Positive = 0 Negative = 0
Peer availability36 months2001a
Positive sociability = 0Negative/aggression = 0
Positive sociability = 0Negative/aggression = 0
Observed play in child care Positive = ↑r = .15 Negative = 0Observed dyadic play: Peer skill = 0
Peer aggression = 0 Self assertion = 0
Hours in center care ages 1-54 monthsOutcome: 54 months2004
Social skill = 0Externalizing = 0Internalizing =0
Social skill = 0Externalizing = ↑Internalizing =0
Percent of epochs in center care4.5 yr.2002b
Social skill= 0Behavior problems = 0
Social skill = 0Behavior problems = ↑
No center care vs. some (24, 36) or vs. >33% of epochs in center (54 months)2006
Social skill= 0Behavior problems = 0
Social skill 24 ↓ d = -.28 36 ↓ d = -.18 54 = 0Behavior problems 24 = 0 36 = ↑ d = .20 54 = ↑ d = .14
Positive with friend 54 mo ↑ d = .21Negative with friend = 0
Percent of epochs in center careKindergarten2003a
Behavior Problems = 0
Behavior Problems = ↑Conflict = ↑
Percent of epochs in center care54 months.- 3rd grade2005b
Social skill = 0Externalizing = 0Conflict = ↑rs from age 4.5 to 3rd = .08 to .05
Social skill = 0Externalizing = ↑rs from age 4.5 to 3rd = ..11 to .05Conflict = ↑Social emotional well-being = 0
Age x center interaction for teacher conflict. With age, association of centers with teacher conflict declines4.5 r = .131st r = .09
3rd r = .01Percent of epochs in center care54 months.-6th
gradeBelsky et al., 2007
NA Social skill = 0Externalizing = ↑rs from age 4.5 to 6th = ..12 to .08Conflict = 0Social emotional well-being = 0
9th gradeVandell et al., 2010
NA NA Self-reports: Risk taking 0 Impulsivity 0 Externalizing 0
a. All predictors are cumulative from 6 months to time of assessment.b. Where available, effect sizes are given for significant main effects. Except where noted, they are partial correlations of hours
in care with the outcome, controlling for other variables in the model. They indicate in standard deviation units how much increase in the outcome is expected for an increase of one standard deviation in the predictor. In the 2006 study, d is the effect size, indicating the predicted mean difference between children with no center experience and those with some experience or, at 54 months, more than 33% of the time in center care.
Key: ↑ = positive coefficient for the association of quantity with dependent variable, p < .05 0 = no significant association of quantity with dependent variable. ↓ = negative coefficient for the association of quantity with dependent variable, p < .05.
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Baker, Gruber, & Mulligan, 2008 2-3 years old Not specified
Availability of inexpensive child care
Hyperactive = 0Anxiety = ↑Separation anxiety = 0Aggression = ↑
Mother CanadaN about 14,500
Barnes, Leach, Malmberg, Stein, & Sylva 2010
36 months old
3, 10, 18, 36 months old
Average hours in any type of child care between 0-36 months
Disruptive = 0Expressive = ↑ for 19-36 monthsCompliance = 0
Mother UK;N = 1000+
Bates, Marvinney, Kelly, Dodge, Bennett, & Pettit, 1994
Kindergarten 0-1, 1-4, 4-5 years old
Time in any type of child care calculated for each of 3 “eras”
Negative adjustment = ↑,σ2 explained = 2.9%Positive adjustment = ↓σ2 explained = 2.9%
MultipleUS; mixed SES;3 sitesN = 580
Borge, Rutter, Côté, & Tremblay, 2004
24-47 months old Concurrent Any care vs.
motherPhysical aggression = 0
Person most knowledgeable (PMK)
Canada (Random NLSCY sample); mixed SES;N = 3431
Bornstein, Hahn, Gist, & Haynes, 2006
4 ½ years old Any prior experience
Cumulative hours
Behavior problems = 0 Teacher US; mixed SES
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Coley, Votruba-Drzal, Miller, & Koury, 2013 Kindergarten
9 months, 2 years, 4 years old
None, 5-25 hours; >25 hours/week
Age 4 full-time vs. none predictsParent:
Externalizing = ↑D = .16Learning behavior = 0
Teacher:Externalizing = ↑d = .26Learning behavior = ↑d = .18
ParentTeacher
US (ECLS-B); nationally representative born in 2001.N = 6.000 parent report; 4500 teacher report
Côté, Borge, Geoffroy, Rutter, & Tremblay, 2008
4 years old 0-1 year old in 1994
Any care vs mother
Physical aggressionLo risk ↑d = .16Hi risk ↓d = -.17Emotional problemsGirls in lo risk = ↑d = ..44
PMK
Canada (Random NLSCY Sample);mixed SESN = 1358
Crosby, Dowsett, Gennetian, & Huston, 2010
5-7 years old 3-4 years old Center, home, both, or neither
Externalizing = ↑ (using OLS)Externalizing = ↓ (using IV)
Mother
US; Low SESN=3290N for Teacher ratings = 379
Jaffee, Van 5-7 and 0-1, 1-3, none Any care OLS (entered care Mother US (NLSY Child
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Hulle, & Rodgers, 2011
11-13 years old
before 3 years old
between 0-1) Conduct Problems ↓ d = -.12Oppositional Behaviors = ↓d = -.08Fixed effects: Oppositional Behaviors = 0Entered care age 2-3: Adolescent Conduct Problems = ↑d = .08
Sample);Mixed SES;N=9185SiblingsN = 2700+ families
Lekhal, 2012 3 years old 1, 2, and 3 years old
Age at entry into either center care or family day care
Externalizing & internalizing behaviors = 0
Mother
Norway; population-based Mother and Child Cohort Study N=73,068
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007
Kindergarten 4 (Pre-K)
Center, Head Start, other nonparent, parent;Age of entry by yr.;Moderate vs. high intensity (centers)
Aggregate variable including self-control, interpersonal skills, and externalizing = ↑d = -.089 (center) and d = -.12 (Head Start)
Teacher
US (ECLS-K);Nationally-representative; N = 14,162 children who entered Kindergarten in 1998
Magnuson, , Ruhm, & Waldfogel, 2007
Kindergarten and 1st grade
Year prior to Kindergarten
Center, Pre-K, Head Start, other nonparent; Pre-K vs all others
Self control = ↓r = -.07 (for Pre-K, center-based, Head Start)
Externalizing = ↑ r = .11 (for Pre-K, center-based, Head Start; Not true for kids in same school).
Teacher
US (ECLS –K); Nationally-representative; N = 9,547 children who entered Kindergarten in 1998
Votruba-Drzal, Coley, & Chase-
3-5 years old 2-4 years old Hours in care at first
Positive behavior = 0Internalizing = 0
Mother U.S. 3 cities. Low income single
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Lansdale, 2004 assessment
Externalizing = 0Interaction of quality x hours on all 3 measures
mothers. N = 204
Votruba-Drzal, Coley, Maldonado-Carreño, Li-Grining, & Chase-Lansdale, 2010
8-10 years old
2-4, 3-5 years old
Hours in care at one or both assessments
Internalizing = 0Externalizing = 0 Mother
U.S. 3 cities. Low income single mothers. N = 349
Solheim, Wichstrøm, Belsky, & Berg-Nielsen, 2013
4 years old 6-54 months old
Cumulative hours 6-54 months old
Social competence = 0Externalizing = 0Conflict w teacher ↑ , Cohen’s f2 = .05
Teacher NorwayN = 995
Yamauchi & Leigh, 2011 2-3 years old
From age 0-1 to 2-3 years old
Cumulative amount 0-3 years old
Approach = 0Persistence = 0nonReactivity = ↓Average of all 3 scales = ↓
Parent
Australia (Longitudinal Survey of Australian Children, Birth Cohort)N = 5,000
Zachrisson, Dearing, Lekhal,
36 months old
18 and 36 months
Hours per week at 18, 36
Externalizing (with correction for
Mother Norwegian Mother and Child Cohort
Online Table C
Summary of Longitudinal Studies Examining Quantity of Care and Social Behavior
Study Age AssessedAge of Child Care Experience
Quantity Definition
Type of Behavior and Direction of Effect
Reporter Sample
Toppelberg, 2013 months
missing data), fixed effects = 0Externalizing with listwise deletion = ↑ES = .04 for every added 10 hours
Study – population-based.N about 75,000
Note. Where available, effect sizes are given for significant main effects. Except where noted, they are partial correlations of hours in care with the outcome, controlling for other variables in the model. They indicate in standard deviation units how much increase in the outcome is expected for an increase of one standard deviation in the predictor.Key: ↑ = positive coefficient for the association of quantity with dependent variable, p < .05.
0 = no significant association of quantity with dependent variable. ↓ = negative coefficient for the association of quantity with dependent variable, p < .05.