Online citations, reference lists, and bibliographies.
← Back to Search

Relating Child Care During Infancy To Externalizing And Internalizing Behaviors In Toddlerhood: How Specific Features Of Child Care Quality Matter Depending On A Child’s Gender And Temperament

Lise Lemay, Nathalie Bigras, Caroline Bouchard
Published 2014 · Psychology

Cite This
Download PDF
Analyze on Scholarcy
Share
This study explored whether the relationships between specific features of child care quality and externalizing and internalizing behaviors in 24-month-old children are moderated by gender and temperament. Questionnaires were used to record children’s gender and measure their temperament. Child care quality was observed with the Échelles d’observation de la qualité éducative (Educative Quality Observation Scale), an observation scale series based on the local specificities of the educational program mandated for Quebec’s child care service. Externalizing and internalizing behaviors of each child were measured with the Child Behavior Checklist 2/3. Results confirm the moderation hypothesis of child gender and temperament in the relationship between child care quality and child behaviors for externalizing behaviors only; internalizing behaviors were predicted by child temperament and child care quality individually. The discussion stresses the significance of high levels of child care quality in order to ensure lower rates of externalizing behaviors among girls and temperamentally difficult children, as well as lower rates of internalizing behaviors among all children. These findings have practical implications in support of individualized educational practices under certain circumstances. Finally, the study provides empirical support for an ecological perspective in the study of the influence of child care quality on child outcomes.RésuméCette étude explore si la relation entre la qualité des processus offerte à 18 mois et les comportements extériorisés et intériorisés des enfants de 24 mois qui fréquentent un service de garde depuis leur première année de vie est modérée par leur genre et leur tempérament. Les informations sur le genre et le tempérament de l’enfant ont été recueillies à l’aide de questionnaires. La qualité des processus a été observée avec les Échelles d’observation de la qualité éducative, une série de grilles d’observation conçue spécifiquement pour mesurer la qualité en cohérence avec les pratiques recommandées dans le programme éducatif du Québec. Les comportements extériorisés et intériorisés de l’enfant ont été mesurés à 24 mois à l’aide de la version française du Child Behavior Checklist 2/3. Les résultats confirment le rôle de modération du genre et du tempérament de l’enfant seulement dans l’association entre une dimension de la qualité des processus et les comportements extériorisés; les comportements intériorisés quant à eux sont prédits par la contribution individuelle du tempérament de l’enfant et d’une dimension de la qualité des processus. La discussion souligne l’importance de niveaux de qualité élevés pour favoriser une manifestation moindre de comportements extériorisés chez les filles et les enfants présentant un tempérament difficile, ainsi qu’une manifestation moindre de comportements intériorisés auprès de tous les enfants. La discussion aborde les retombées de ces résultats pour la pratique en soulignant la nécessité d’individualiser l’intervention éducative sous certaines conditions. Enfin, les résultats de cette étude appuient le fait d’explorer l’influence de la qualité des services de garde dans une perspective écologique.ResumenEste estudio explora si la relación entre la calidad educativa ofrecida a niños y niñas pequeños y los comportamientos externos e internos de los niños de 24 meses que frecuentan un centro de cuidado infantil desde su primer año de vida, está moderada o mediatizada por su género y su temperamento. La información sobre el género y el temperamento de los niños se ha recopilado mediante cuestionarios. La calidad educativa se ha observado con las Échelles d’observation de la qualité éducative, una serie de escalas de observación concebidas especialmente para medir la calidad, de acuerdo con las prácticas recomendadas en el programa educativo de la provincia de Quebec (Canadá). Los comportamientos externos e internos de los niños y niñasse midieron durante 24 meses con la versión francesa de la Child Behavior Checklist 2/3. Los resultados confirman el papel del género y el temperamento de los niños como moderadores o mediatizadores de su comportamiento, apreciándose una asociación entre una dimensión de la calidad educativa y los comportamientos externos, únicamente; los comportamientos internos se predicen mediante la contribución individual del temperamento de los niños/as y de sólo una dimensión de la calidad educativa. La discusión subraya la importancia de un nivel de calidad elevado para favorecer una menor manifestación de comportamientos externos en las niñas y en los niños con un temperamento difícil, así como una menor manifestación de comportamientos internos en todos los niños/as. La discusión aborda las repercusiones de estos resultados para la práctica, subrayando la necesidad de individualizar la intervención educativa bajo ciertas condiciones. Por último, los resultados de este estudio apoyan la afirmación de que se debe explorar la influencia de la frecuencia de asistencia de los centros de cuidado infantil bajo una perspectiva ecológica.
This paper references
10.1016/S0885-2006(02)00133-3
Do regulable features of child-care homes affect children's development?
K. Clarke-stewart (2002)
10.2307/1132367
Early Child Care and Self-Control, Compliance and Problem Behavior at Twenty-four and Thirty-six Months of Age
Nichd Eccrn (1998)
10.1038/130331a0
A Handbook of Child Psychology
W. Damon (1932)
10.1016/J.INFBEH.2004.07.002
Infant temperament moderates associations between childcare type and quantity and externalizing and internalizing behaviors at 212 years
S. Crockenberg (2005)
10.1177/0013916506289976
Competency in Child Care Settings
L. Maxwell (2007)
10.1023/B:ECEJ.0000048966.13626.BE
Blended Perspectives: A Global Vision for High-Quality Early Childhood Education
M. Jalongo (2004)
Manual for the child behavior checklist/4-18 and 1991 profile
T. M. Achenbach (1991)
The ecology of developmental processes.
U. Bronfenbrenner (1998)
10.1002/J.2379-3988.2011.TB00067.X
Quality of Early Childhood Development Programs in Global Contexts: Rationale for Investment Conceptual Framework and Implications for Equity
P. Britto (2011)
10.1037/0012-1649.43.1.13
Gender differences in physical aggression: A prospective population-based survey of children before and after 2 years of age.
R. Baillargeon (2007)
10.1111/1467-8624.00585
Rescuing the baby from the bathwater: how gender and temperament (may) influence how child care affects child development.
S. Crockenberg (2003)
10.1016/S0885-2006(99)00039-3
Examining Swedish Profit and Nonprofit Child Care: The Relationships between Adult-to-Child Ratio, Age Composition in Child Care Classes, Teaching and Children's Social and Cognitive Achievements
K. Sundell (2000)
10.1111/1467-8624.00587
Shared care: establishing a balance between home and child care settings.
L. Ahnert (2003)
10.1111/j.1467-8624.2010.01438.x
The rise in cortisol in family day care: associations with aspects of care quality, child behavior, and child sex.
M. Gunnar (2010)
Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.
M. Hohmann (1995)
10.1016/0163-6383(95)90047-0
Infant day care and children's social competence
B. Volling (1995)
10.1111/j.1467-8624.2008.01154.x
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Andrew J. Mashburn (2008)
We Are All in This Together: Supporting Children's Social Emotional Development and Addressing Challenging Behavior
M. Hemmeter (2007)
Quality of early childhood development programs and policies in global contexts: Rationale for investment, conceptual framework and implications for equity
Pr Britto (2011)
10.1016/J.ECRESQ.2007.05.002
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs ☆
C. Howes (2008)
The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network.
Rockville (2000)
Developmentally appropriate practice in early childhood programs serving children from birth through age 8
S. Bredekamp (1987)
10.1080/0300443042000266286
Long‐term cumulative effects of childcare on children's mental development and socioemotional adjustment in a non‐risk sample: the moderating effects of gender
M. Bornstein (2006)
10.7202/037517AR
Stress parental, soutien social, comportements de l’enfant et fréquentation des services de garde
Nathalie Bigras (2009)
Making Human Beings Human: Bioecological Perspectives on Human Development. The SAGE Program on Applied Developmental Science.
U. Bronfenbrenner (2004)
10.1037/0033-2909.132.1.33
Gender differences in temperament: a meta-analysis.
N. Else-Quest (2006)
Family Child Care Environment Rating Scale Revised Edition (FCCERS-R).
T. Harms (2007)
10.1016/J.ECRESQ.2004.04.004
Goodness-of-fit in Center Day Care: Relations of temperament, stability and quality of care with the child's adjustment
J. Schipper (2004)
10.1111/J.1467-9507.2006.00366.X
Peer Contacts of 15-Month-Olds in Childcare: Links with Child Temperament, Parent-Child Interaction and Quality of Childcare.
M. G. Deynoot-Schaub (2006)
10.1017/CBO9780511762666.014
Childhood Programs and Practices in the First Decade of Life: Opportunity in Early Education: Improving Teacher–Child Interactions and Child Outcomes
Andrew J. Mashburn (2010)
10.1111/j.0963-7214.2004.00299.x
The Quality of Early Child Care and Children's Development
N. Marshall (2004)
10.1016/0885-2006(95)90019-5
Day care quality, family and child characteristics and socioemotional development
B. Hagekull (1995)
Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
E. Jaeger (2003)
10.1016/J.ECRESQ.2007.06.003
Structural and Process Features in Three Types of Child Care for Children from High and Low Income Families.
Chantelle J. Dowsett (2008)
Theoretical models of human development
R. Lerner (2006)
10.1111/J.1467-8624.1985.TB00199.X
Mother-child interaction at age two years and perceived difficult temperament.
C. Lee (1985)
Quality Measurement in Early Childhood Settings.
M. Zaslow (2011)
10.1177/0165025409351657
Associations among child care, family, and behavior outcomes in a nation-wide sample of preschool-aged children
E. Romano (2010)
10.1007/BF00757194
A descriptive study of spatial arrangement in a family day care home
Jeffrey Trawick-Smith (1992)
10.2307/1128946
Measurement of infant difficultness.
J. E. Bates (1979)
Early Childhood Environment Rating Scale, Revised Edition
T. Harms (1998)
10.1016/J.ECRESQ.2010.02.004
Stability and change in early childhood classroom interactions during the first two hours of a day
Timothy W. Curby (2010)
10.1177/1053815108320900
Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior
M. Hemmeter (2008)
The Ecology of Human Development: Experiments by Nature and
U. Bronfenbrenner (1979)
10.1016/J.ECRESQ.2013.02.003
The Child Care Ecology Inventory: A Domain-Specific Measure of Home-Based Child Care Quality to Promote Social Competence for School Readiness.
Julie C Rusby (2013)
10.4219/gct-2007-42
Practices for Enhancing Children's Social-Emotional Development and Preventing Challenging Behavior
R. M. Corso (2007)
10.1037/0022-3514.51.6.1173
The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations.
R. M. Baron (1986)
10.1080/0300443001640106
A Comparison of External and Self‐evaluations of Quality in Early Childhood Education
S. Sheridan (2000)
Child Care in the World Past and Present: Does Amount of Time Spent in Child Care Predict Socioemotional Adjustment during the Transition to Kindergarten?
S. L. Friedman (2003)
10.1016/J.ECONEDUREV.2005.11.005
How Much is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development
S. Loeb (2005)
10.1037/0012-1649.44.3.771
Trajectories of externalizing behavior from age 2 to age 9: relations with gender, temperament, ethnicity, parenting, and rater.
J. L. Miner (2008)
10.1111/J.1467-9507.2011.00649.X
Reactive Temperament and Sensitivity to Context in Childcare
D. Phillips (2012)
10.1016/J.SBSPRO.2012.09.485
Educational Daycare from Infancy and Externalizing and Internalizing Behaviors in Early Childhood: Differential Effect by Children's Vulnerability
Lise Lemay (2012)
10.1177/109625060000300202
Examining the Role of the Classroom Environment in the Prevention of Problem Behaviors
J. R. Lawry (2000)
10.1017/CBO9780511762666
Childhood programs and practices in the first decade of life
A. Reynolds (2010)
10.1037/0022-3514.88.5.844
Gender similarities and differences in children's social behavior: finding personality in contextualized patterns of adaptation.
A. Zakriski (2005)
10.1111/j.1469-7610.2008.01992.x
Differential susceptibility to rearing experience: the case of childcare.
M. Pluess (2009)
10.1111/1467-9280.00438
Child-Care Structure → Process → Outcome: Direct and Indirect Effects of Child-Care Quality on Young Children's Development
E. Jaeger (2002)
10.1177/070674370605100909
Daycare Attendance, Stress, and Mental Health
M. Geoffroy (2006)
10.1353/mpq.2012.0004
Boys, Girls, and "Two Cultures" of Child Care
Abby C. Winer (2012)
Temperament in the classroom : understanding individual differences
B. Keogh (2003)
10.1007/S11125-005-2712-7
Socio-emotional development and early schooling: experimental research
M. Lamb (2004)
10.1037/0012-1649.23.4.537
Child-care quality and children's social development.
D. Phillips (1987)
10.1016/J.APPDEV.2004.06.003
Predictors of preschool children's compliance behavior in early childhood classroom settings
T. Wachs (2004)
10.1207/s15566935eed1701_7
Social Relationships and School Readiness
Andrew J. Mashburn (2006)



This paper is referenced by
Semantic Scholar Logo Some data provided by SemanticScholar