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Cumulative and Differential Effects of Early Child Care and Middle Childhood Out‐of‐School Time on Adolescent Functioning
Author(s) -
Vandell Deborah L.,
Lee Kenneth T.H.,
Whitaker Anamarie A.,
Pierce Kim M.
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13136
Subject(s) - psychology , developmental psychology , early childhood , child care , academic achievement , differential effects , impulsivity , clinical psychology , pediatrics , medicine
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.