Inequalities in Access to Early Childhood Education and Care in Canada. The Equal Access Study. Expert report

This paper on ECEC in Canada – part of a comparative project by the International Centre Early Childhood Education and Care (ICEC) at the German Youth Institute (DJI) – seeks to address questions about inequality in access to early childhood education and care through the prism of Canada. (DIPF/Orig.

L’association entre l’état de vulnérabilité psychosociale pendant l’enfance et le rendement scolaire au primaire

La présence de multiples facteurs de risque dans l’environnement familial et social peut compromettre la réussite scolaire des enfants. Pour examiner le lien entre le nombre de facteurs de risque, présents entre la naissance et l’âge de douze ans, et le rendement scolaire au primaire, des trajectoires de vulnérabilité ont été créées à partir de données provenant de 2223 enfants québécois. Les résultats montrent qu’environ un enfant sur cinq grandit dans un contexte où l’on retrouve une multitude de facteurs de risque. Les enfants hautement vulnérables réussissent significativement moins bien aux examens ministériels, administrés en sixième année du primaire, et sont également environ six fois plus susceptibles de vivre un redoublement au primaire. Ces résultats soulignent l’importance de la mise en place, dès l’âge préscolaire, de milieux éducatifs de haute qualité pouvant atténuer les conséquences potentielles de grandir dans un contexte d’adversité. Quant au niveau scolaire, il est incontournable de mettre en place, dès le début de la scolarisation, plus de ressources pour soutenir les enfants vulnérables qui sont à risque d’échec et, ultérieurement, d’abandon scolaires

Developmental associations between victimization and body mass index from 3 to 10 years in a population sample

In the current prospective study, we investigated (1) whether high and low BMI in early childhood puts a child at risk of victimization by their peers, and (2) whether being victimised increases BMI over the short- and long-term, independent of the effect of BMI on victimization. We also examined whether gender moderated these prospective associations. Participants were 1344 children who were assessed yearly from ages 3 -10 years as part of the Québec Longitudinal Study of Child Development (QLSCD). BMI predicted annual increases in victimization for girls aged 6 years and over; for boys aged 7 and 8 years of age, higher BMI reduced victimization over the school year. Further, victimization predicted annual increases in BMI for girls after age 6 years. When these short-term effects were held constant, victimization was also shown to have a three and five-year influence on annual BMI changes for girls from age 3 years. These short- and long-term cross-lagged effects were evident when the effects of family adversity were controlled. The findings support those from previous prospective research showing a link between higher BMI and victimization, but only for girls. Further, being victimised increased the likelihood that girls would put on weight over time, which then increased future victimization. The implications of these prospective findings for interventions are considered

Early nonparental care and social behavior in elementary school : support for a social group adaptation hypothesis

We examined the contribution of non-parental child care services received during the preschool years (i.e. between 5 months and 5 years) to the development of social behavior between kindergarten and the end of elementary school (i.e. between 6 and 12 years) with a birth cohort from Québec, Canada (N=1544). Mothers reported on the use of child care services, while elementary school teachers rated children’s shyness, social withdrawal, prosociality, opposition and aggression. Children who received non-parental child care services during the preschool years were less shy, less socially withdrawn, more oppositional and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care during the preschool years caught up with those who received non-parental care services. We discuss this “catch-up” effect from the perspective of children’s adaptation to the social group

Child care services, socioeconomic inequalities, and academic performance

Objective. To determine if child care services (CCS) at a population level can reduce social inequalities in academic performance until early adolescence. Method. A 12-year population-based prospective cohort study of families with a newborn (n = 1269). Two CCS variables were estimated: ‘intensity’ (low, moderate and high number of hours) and ‘Center-Based CCS Type’ (early-, late-onset, and never exposed to center-based CCS). Results. Children from low socioeconomic status (SES) families who received high-intensity CCS (any type), compared to those who received low-intensity CCS, had significantly better reading (Standardized Effect Size [ES]= .37), writing (ES=.37), and mathematics (ES=.46) scores. Children from low-SES families who received center-based CCS, compared to those who never attended center-care, had significantly better reading (ES early-onset =.68; ES late-onset =.37), writing (ES early-onset =.79), and mathematics (ES early-onset =.66; ES late-onset =.39) scores. Furthermore, early participation in center-based CCS eliminated the differences between children of low- and adequate-SES on all three exams (ES = -.01, .13, and -.02 for reading, writing and mathematics, respectively). These results were obtained while controlling for a wide range of child and family variables from birth to school entry. Conclusion. Child care services (any type) can reduce the social inequalities in academic performance up to early adolescence, while early participation in center-based CCS can eliminate this inequality. CCS use, especially early participation in center-based CCS should be strongly encouraged for children growing up in a low-SES family

Psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA) in a population-based sample

We report on the psychometric properties of the Mental Health and Social Inadaptation Assessment for Adolescents (MIA), a self‐report instrument for quantifying the frequency of mental health and psychosocial adaptation problems using a dimensional approach and based on the DSM‐5. The instrument includes 113 questions, takes 20–25 minutes to answer, and covers the past 12 months. A population‐based cohort of adolescents (n = 1443, age = 15 years; 48% males) rated the frequency at which they experienced symptoms of Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional Defiant Disorder, Depression, Generalized Anxiety, Social Phobia, Eating Disorders (i.e. DSM disorders), Self‐harm, Delinquency, Psychopathy as well as social adaptation problems (e.g. aggression). They also rated interference with functioning in four contexts (family, friends, school, daily life). Reliability analyses indicated good to excellent internal consistency for most scales (alpha = 0.70–0.97) except Psychopathy (alpha = 0.46). The hypothesized structure of the instrument showed acceptable fit according to confirmatory factor analysis (CFA) [Chi‐square (4155) = 9776.2, p = 0.000; Chi‐square/DF = 2.35; root mean square error of approximation (RMSEA) = 0.031; Comparative Fit Index (CFI) = 0.864], and good convergent and discriminant validity according to multitrait‐multimethods analysis. This initial study showed adequate internal validity and reliability of the MIA. Our findings open the way for further studies investigating other validity aspects, which are necessary before recommending the wide use of the MIA in research and clinical settings

Le jugement des enseignants sur la préparation scolaire des enfants à la maternelle durant les années 1990 et 2000

Cette étude illustre la diversité des modes d’adaptation des enfants à une période critique de leur développement. La préparation scolaire de 10 867 enfants a été évaluée par des enseignants de la maternelle en 1998 et 2005. L’analyse typologique distingue quatre profils d’enfants : mature, en difficulté d’adaptation, en difficulté d’apprentissage et à risque. Le jugement des enseignants varie selon les caractéristiques personnelles, familiales et scolaires des enfants. L’examen comparatif d’évaluations réalisées auprès d’enfants de milieux socioéconomiques défavorisés durant les années 1998 et 2005 tend à démontrer la stabilité de ces profils de préparation scolaire. Les résultats de cette étude sont discutés en regard des travaux sur le développement de l’enfant en milieu scolaire.This study presents different types of children’s adjustment at a crucial moment in their development. The school readiness of 10 867 kindergarten children was assessed by kindergarten teachers in 1998 and 2005. Cluster analysis yielded four different profiles : mature, adjustment difficulties, learning difficulties and at risk children. Teachers’ perceptions of children’s school readiness vary according to children’s personal, family and educational characteristics. Comparative analysis of 1998 and 2005 assessments show that children’s school readiness profiles have not changed for children attending schools in low socioeconomic areas. These results are discussed in light of research on child development in school settings.Este estudio ilustra la diversidad de los modos de adaptación de los niños en un periodo crítico de su desarrollo. La preparación escolar de 10 867 niños fue evaluada por docentes del parvulario en 1998 y 2005. El análisis tipológico distingue cuatro perfiles de niños : maduro, con dificultades de adaptación, con dificultades de aprendizaje y de riesgo. El juicio de los docentes varía según las características personales, familiares y escolares de los niños. El examen comparativo de evaluaciones realizadas con niños de entornos socioeconómicos desfavorecidos durante los años 1998 y 2005 tiende a demostrar la estabilidad de estos perfiles de preparación escolar. Se discuten los resultados de este estudio en relación a los trabajos sobre el desarrollo del niño en el ámbito escolar

La perception d’enseignantes du primaire quant à l’intégration en classe ordinaire d’élèves présentant un trouble du spectre de l’autisme (TSA)

Depuis les 30 dernières années, la tendance est de privilégier l’intégration scolaire d’élèves présentant un trouble du spectre de l’autisme (TSA) en classe ordinaire. Ainsi, un nombre de plus en plus important de cette catégorie d’élèves se retrouve actuellement dans ces classes au Québec, ce qui est susceptible de transformer la réalité de nombreux enseignants. Cette étude décrit la perception d’enseignants de maternelle, du premier et du deuxième cycle du primaire concernant leur expérience d’intégration d’un élève présentant un TSA dans leur classe. Pour ce faire, des entrevues ont été conduites auprès de quatorze enseignantes qui travaillent en contexte d’intégration. Des déterminants du succès de l’intégration des élèves présentant un TSA en ressortent et s’inscrivent à l’intérieur de cinq cibles d’intervention. Ces cibles sont : a) l’adaptation et la diversification de l’enseignement, b) la collaboration entre les membres de l’équipe de travail et avec les parents, c) l’ajout de ressources professionnelles, d) la formation reçue par les enseignants et e) l’implantation de programmes d’aide.Over the past 30 years, the integration in mainstream classrooms of students with a an autism spectrum disorder (ASD) has become the prevalent approach. Therefore, in Quebec, an increased number of these students find themselves in regular classrooms, which may change the reality of numerous teachers. This study describes the integration of students with a ASD in mainstream classrooms as experienced by elementary school teachers. Data were collected through interviews conducted with fourteen teachers who work in an integration context. Key issues leading to a successful integration of students with ASD emerge from this investigation and are compatible with five intervention targets. These targets comprise: a) the adaptation and diversification of teaching strategies, b) the collaboration between the school team and the parents, c) the addition of professional resources, d) the teachers’ training and e) the availability of support programs