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Impacts of universal childcare on early behavioral development: evidence from a birth cohort in Québec, Canada
Seungmi Yang1, Thomas Charters2, Daniel Weinstock3
1Department of Epidemiology, Biostatistics, and Occupational Health, McGill University, Montreal, Canada.
Insights
Universal pre-school childcare showed no significant long-term behavioral impacts. Teachers noted slight increases in externalizing behaviors, but parental reports did not confirm these findings.
Area of Science:
- Child Development
- Early Childhood Education
- Behavioral Science
Background:
- Understanding the long-term effects of early childhood education is crucial for policy and practice.
- Previous research has yielded mixed results on the behavioral outcomes associated with different childcare arrangements.
Purpose of the Study:
- To investigate the association between universal pre-school childcare use and children's behavior at age 6.
- To compare behavioral outcomes among children who attended universal subsidized childcare programs (CPE care) versus those in non-CPE or no regular childcare.
Main Methods:
- A birth cohort of 1450 children was followed annually from ages 2-5.
- Propensity score inverse probability weights were used to estimate differences in behavioral scores based on primary childcare arrangement.
- Behavioral scores were assessed using teacher, maternal, and paternal reports.
Main Results:
- Teachers reported slightly higher hyperactivity and indirect aggression in children attending CPE care compared to non-CPE care.
- Teacher-reported physical aggression and opposition were slightly higher in CPE care attendees than those with no regular care.
- These teacher-reported differences were not corroborated by parental reports and were consistent across genders and socioeconomic positions.
Conclusions:
- Universal pre-school childcare does not appear to have substantial negative impacts on child behavior at early school age.
- While teachers observed slightly higher externalizing behaviors in children attending universal childcare, these findings lack support from parental assessments.
Purpose:
To examine associations between universal pre-school childcare use and later behaviors among children at age 6 years.
Methods:
Using annual follow-up data of a birth cohort (N=1450), we estimated differences in behavioral scores by primary childcare arrangement between ages 2-5 years - universal subsidized childcare program (CPE care), non-CPE childcare, and parental or family care (no regular care) - using propensity score inverse probability weights.
Results:
Teachers reported slightly higher levels of hyperactivity (0.73, 95% CI: 0.32, 1.1) and indirect aggression (0.58, 95%CI: 0.24, 0.91) among children who attended a CPE than children in non-CPE care. However, these patterns were not observed from either maternal or paternal reports. Similarly, teachers' assessments of slightly higher physical aggression (0.50, 95% CI: 0.11, 0.88) and opposition (0.63, 95% CI: 0.21, 1.05) scores among children in CPE care than children who did not have a regular childcare were not observed in parental assessments. Behavioral scores by childcare arrangement were similar between girls and boys and across family socioeconomic position.
Conclusions:
Universal pre-school childcare does not appear to have substantial impacts on child behaviors at early school age, however teachers rated externalizing behaviors to be slightly higher among children who attended universal childcare.
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