The impact of time of entrance to center-based care on children's general, language, and behavioral development

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dc.contributor.authorNarea, Marigen
dc.contributor.authorCumsille, Patricio
dc.contributor.authorAllel, Kasim
dc.date.accessioned2024-01-10T12:37:12Z
dc.date.available2024-01-10T12:37:12Z
dc.date.issued2022
dc.description.abstractThere are contrasting results of the association between center-based care attendance and child development, mainly related to how the time of entry and permanence in the program relates to developmental outcomes. Using latent class analysis in a nationally representative sample of Chilean children between 6 and 35 months old (n = 3,992), and controlling for the child's age, maternal education, mother's marital status, and household income, we identify three different timings of entrance in center-based care programs. The three timings of entrance were defined as early-entry (16%), those children who are more likely to enter before they are 6 months old; middle-entry (16%), those who are more likely to enter when they are between 6 and 18 months old; and late-entry (68%), those children with a low probability of enrollment any time before they are 35 months old. We found that children from the early- and middle-entry classes had higher language development when compared with children from the late-entry class. Still, only those from the middle-entry class showed higher general development in the Battelle test. In contrast, children in the early- and middle-entry classes presented higher scores in the Child Behavior Checklist's externalizing behavior scale than children in the late-entry class. Our findings highlight the existence of a likely linkage between the timing of entry to center-based care and child development. It is essential to understand the potential advantages of center-based care in younger children, especially in enhancing their vocabulary and general development, and the potential negative association of early-entry with problematic behavior.
dc.description.funderANID PIA
dc.fechaingreso.objetodigital2024-05-20
dc.fuente.origenWOS
dc.identifier.doi10.1177/01650254221089610
dc.identifier.eissn1464-0651
dc.identifier.issn0165-0254
dc.identifier.urihttps://doi.org/10.1177/01650254221089610
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/76785
dc.identifier.wosidWOS:000786567200001
dc.information.autorucFacultad de Ciencias Sociales; Narea Biscupovich, Marigen Soledad; S/I; 12649
dc.issue.numero4
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final285
dc.pagina.inicio278
dc.publisherSAGE PUBLICATIONS LTD
dc.rightsacceso restringido
dc.subjectCenter-based care
dc.subjectearly childhood
dc.subjectgeneral development
dc.subjectlanguage
dc.subjectbehavioral outcomes
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleThe impact of time of entrance to center-based care on children's general, language, and behavioral development
dc.typeartículo
dc.volumen46
sipa.codpersvinculados12649
sipa.indexWOS
sipa.trazabilidadCarga SIPA;09-01-2024
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