Infant-mother attachment and the growth of externalizing problems across the primary-school years

Background:  Some contend that attachment insecurity increases risk for the development of externalizing behavior problems in children. Method:  Latent-growth curve analyses were applied to data on 1,364 children from the NICHD Study of Early Child Care to evaluate the association between early attachment and teacher-rated externalizing problems across the primary-school years. Results:  Findings indicate that (a) both avoidant and disorganized attachment predict higher levels of externalizing problems but (b) that effects of disorganized attachment are moderated by family cumulative contextual risk, child gender and child age, with disorganized boys from risky social contexts manifesting increases in behavior problems over time. Conclusions:  These findings highlight the potentially conditional role of early attachment in children’s externalizing behavior problems and the need for further research evaluating causation and mediating mechanisms

Short- and Long-Term Effects of Child Care on Problem Behaviors in a Dutch Sample of Twins

This study examined the association between early child care on the development of behavior problems. At the age of 5 years, child care information was collected from parents on a large group of twins who were born between 1985 and 1997. Mothers and fathers rated the behavior of the child at ages 3, 7, and 10 years using the Child Behavior Checklist (CBCL) and teachers reported on the same children’s behaviors using the Teacher’s Report Form (TRF) at ages 7 and 10. At the age of 3 years, children with nonparental child care experiences had more externalizing problems than children with only parental child care. The long-term effects of quantity of child care were mixed and were only significant for mother ratings and for children from families with a low socioeconomic status. Overall, the effect sizes of child care were very small (effect sizes were between.12 and.23). Children with a larger amount of child care did not show more behavior problems, therefore it was questioned whether the increased levels of behavior problems could be attributed to quantity of child care

Is early center-based child care associated with tantrums and unmanageable behavior over time up to school entry?

Background. Existing research suggests that there is a relationship between greater exposure to center-based child care and child behavioral problems though the mechanism for the impact is unclear. However the measure used to document child care has usually been average hours, which may be particularly unreliable in the early months when fewer children are in center care. In addition individual trajectories for behavior difficulties have not been studied. Objective. The purpose of the current study was to examine whether the extent of exposure to center-based child care before two years predicted the trajectory of children’s difficult behavior (i.e., tantrums and unmanageable behavior) from 30 to 51 months controlling for child and maternal characteristics. Method. Data were drawn from UK-based Families, Children and Child Care (FCCC) study (n=1201). Individual growth models were fitted to test the relation between early center-based child care experiences and subsequent difficult behavior. Results. Children with more exposure to center-based care before two had less difficult behavior at 30 months, but more increase over time. Initial levels were predicted by higher difficult temperament and lower verbal ability. Higher difficult temperament and lower family socio-economic status predicted its change over time. Conclusion. Findings suggest that early exposure to center-based care before two years old is a risk factor for subsequent behavior problems especially when children have a longer period of exposure. A possible explanatory process is that child coping strategies to manage frustration are less well developed in a group context, especially when they lag behind in expressive language

Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood

This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes

Socioeconomic risk, parenting during the preschool years and child health age 6 years

Parent–child relationships and parenting processes are emerging as potential life course determinants of health. Parenting is socially patterned and could be one of the factors responsible for the negative effects of social inequalities on health, both in childhood and adulthood. This study tests the hypothesis that some of the effect of socioeconomic risk on health in mid childhood is transmitted via early parenting. Methods: Prospective cohort study in 10 USA communities involving 1041 mother/ child pairs, selected at birth at random with conditional sampling. Exposures: income, maternal education, maternal age, lone parenthood, ethnic status and objective assessments of mother child interaction in the first 4 years of life covering warmth, negativity and positive control. Outcomes: mother’s report of child’s health in general at 6 years. Modelling: multiple regression analyses with statistical testing of mediational processes. Results: All five indicators of socioeconomic status (SES) were correlated with all three measures of parenting, such that low SES was associated with poor parenting. Among the measures of parenting maternal warmth was independently predictive of future health, and among the socioeconomic variables maternal education, partner presence and ‘other ethnic group’ proved predictive. Measures of parenting significantly mediated the impact of measures of SES on child health. Conclusions: Parenting mediates some, but not all of the detectable effects of socioeconomic risk on health in childhood. As part of a package of measures that address other determinants, interventions to support parenting are likely to make a useful contribution to reducing childhood inequalities in health

Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Social cognition is the way in which people process, remember and use information in social contexts to explain and predict their own behaviour and that of others. Children’s social cognition may be influenced by multiple factors, both external and internal to the child. In the current study, two aspects of social cognition were examined: Theory of Mind (ToM) and Emotion Understanding (EU). The aim of this study was to analyse the effects of type of early care (0-3 years of age), maternal education, parents’ country of birth, and child’s language on the social cognition of 118 Italian preschoolers. To our knowledge, the joint effect of these variables on social cognition has not previously been investigated in the literature. The measures used to collect social cognition and linguistic data were not parent- or teacher-reports, but based on direct assessment of the children through two standardized tests, the Test of Emotion Comprehension and the ToM Storybooks. Relationships among the variables showed a complex pattern. Overall, maternal education and linguistic competence showed a systematic effect on social cognition; the linguistic competence mediated the effect of maternal education. In children who had experienced centre-base care in the first three years of life, the effect of maternal education disappeared, supporting the protective role of centre-base care for children with less educated mothers. The children with native and foreign parents did not significantly differed on the social cognition tasks. Limits of the study, possible educational outcomes and future research lines were discussed

Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning.

Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings

Onset of antisocial behavior, affiliation with deviant friends, and childhood maladjustment: A test of the childhood- and adolescent-onset models

Predictors and concurrent correlates of childhood-onset and adolescent-onset antisocial behavior were studied in a sample of 165 boys and 151 girls, followed from age 6 to age 15. An integrated general growth mixture model was used to determine the number and shape of developmental trajectories of antisocial behavior exhibited by boys and girls. Associations of these trajectories with trajectories of attention-deficit/hyperactivity (ADH) problems and deviant peer affiliation were examined. A childhood-onset, an adolescent-onset, and a low antisocial behavior trajectory were identified. A minority of the sample (11%), mostly males, followed the childhood-onset trajectory. This trajectory was predicted by prior membership in the high ADH trajectory in childhood. The adolescent-onset trajectory (46%) was associated with increases in friends' antisocial behavior but not with ADH problems. Most females (60%) followed the low antisocial trajectory. A substantial proportion of females, however, followed the childhood (5%) and adolescent-onset trajectories (35%). The male-female ratios in the childhood and adolescent-onset trajectories were similar. The results largely supported theories that distinguish between childhood and adolescent onsets of antisocial behavior, but they did not suggest that boys and girls differ in the age of onset of antisocial behavior. © 2007 Cambridge University Press

The Developmental Significance of Adolescent Romantic Relationships: Parent and Peer Predictors of Engagement and Quality at Age 15

From a longitudinal sample (n = 957; 49.9% male; 77.3% White/non-Hispanic) of participants studied from infancy through age 15, adolescents’ depth of engagement in, and quality of romantic relationships were predicted from early and contemporaneous parent–child interactive quality and peer social competence. High quality maternal parenting and peer experiences prior to and during adolescence tended to be negatively associated with the depth of engagement in this domain for the full sample, yet positively associated with the quality of adolescents’ romantic relationships for the sub-set of individuals currently dating at age 15. Results reconcile contrasting views of the origins of romantic relationship engagement and quality and the positive versus negative developmental salience of romantic relationships in adolescence

The Effects of Parental Behavior on Infants' Neural Processing of Emotion Expressions

Infants become sensitive to emotion expressions early in the 1st year and such sensitivity is likely crucial for social development and adaptation. Social interactions with primary caregivers may play a key role in the development of this complex ability. This study aimed to investigate how variations in parenting behavior affect infants' neural responses to emotional faces. Event-related potentials (ERPs) to emotional faces were recorded from 40 healthy 7-month-old infants (24 males). Parental behavior was assessed and coded using the Emotional Availability Scales during free-play interaction. Sensitive parenting was associated with increased amplitudes to positive facial expressions on the face-sensitive ERP component, the negative central. Findings are discussed in relation to the interactive mechanisms influencing how infants neurally encode positive emotions