ABSTRACT

Early childhood education and care (ECE) type (e.g., center-based care, home-based care, informal care) and quantity (i.e., time spent in ECE) have been linked to observed behavioral challenges in children. However, there is a dearth of research on this association in New Zealand. Using data from 6,536 children from the Growing Up in New Zealand longitudinal birth cohort, the current study investigated whether the type of ECE and weekly hours of attendance at 24 months of age was associated with behavioral outcomes at 54 months. Behavioral outcomes were measured using the Strengths and Difficulties Questionnaire. Research Findings: Compared to children who did not attend ECE, adjusted analyses showed that children in center-based care and children who spent 20 to <30 hours a week in ECE had a lower odds of mother-rated peer challenges at 54 months. Spending 20 to <30 hours a week in ECE was also protective against the development of later mother-rated emotional challenges. Practice or Policy: Future research should investigate whether structural and process quality contributes to the beneficial impact of ECE in New Zealand, particularly center-based care.

摘要

幼儿教育和保育 (ECE) 类型（例如，以中心为基础的保育、以家庭为基础的保育、非正式保育）和数量（即，在 ECE 中花费的时间）与观察到的儿童行为挑战有关。然而，新西兰缺乏对这一协会的研究。本研究使用来自新西兰纵向出生队列中的 6,536 名儿童的数据，调查了 24 个月大时的 ECE 类型和每周出勤时间是否与 54 个月时的行为结果相关。使用优势和困难问卷测量行为结果。研究成果：与未参加 ECE 的儿童相比，调整后的分析表明，在以中心为基础的护理中的儿童和每周在 ECE 中花费 20 至 <30 小时的儿童在 54 个月时出现母亲评价的同伴挑战的几率较低。每周在 ECE 上花费 20 到 <30 小时也可以防止后来母亲评定的情绪挑战的发展。实践或政策：未来的研究应该调查结构和流程质量是否有助于新西兰早教的有益影响，特别是基于中心的护理。