The impact of time of entrance to center-based care on children’s general, language, and behavioral development

Author:

Narea Marigen1ORCID,Cumsille Patricio1,Allel Kasim234

Affiliation:

1. Pontificia Universidad Católica de Chile, Chile

2. University College London, UK

3. Universidad Mayor, Chile

4. Millennium Nucleus for the Study of the Life Course and Vulnerability (MLIV), Chile

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.

Funder

ANID

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Life-span and Life-course Studies,Developmental Neuroscience,Social Psychology,Social Sciences (miscellaneous),Education

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