The Influence of Early Child Care Arrangements and Psychological Characteristics on Child Development

Papaloizou, Andrea

The Influence of Early Child Care Arrangements and Psychological Characteristics on Child Development

Papaloizou, Andrea

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Publication Type:: Thesis
Issue Date:: 2021

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Field	Value	Language
dc.contributor.author	Papaloizou, Andrea
dc.date.accessioned	2022-09-12T01:12:30Z
dc.date.available	2022-09-12T01:12:30Z
dc.date.issued	2021
dc.identifier.uri	http://hdl.handle.net/10453/161729
dc.description	University of Technology Sydney. Graduate School of Health.	en_US.UTF-8
dc.description.abstract	Research has shown that early child care arrangements (ECCAs) can nurture or hinder children’s social, emotional and behavioural development. Much of the existing literature has shown contrasting or inconsistent findings. The role played by a child’s psychological profile has seldom been explored in the context of ECCAs and child development. The relationship between these elements may provide explanations as to why some children are more or less susceptible to the effects of ECCAs. This quantitative, prospective cohort study explored how different ECCAs affected the outcomes of children with different psychological characteristics. Additionally, it assessed whether psychological profiles and/or ECCAs impacted a child’s transition and adjustment to formal schooling. A review of the existing literature was conducted to synthesise and clarify research examining how ECCAs impact child outcomes. A validation study was also conducted to develop and validate the Home Observation for Measurement of the Environment Inventory-Short Form-Questionnaire (HOME-SF-Q). Parents of 4–6-year-old children in their final year of care prior to formal schooling were then invited to provide information about their child’s current functioning three times over a 12-month period. The validation study demonstrated that the HOME-SF-Q is a valid and reliable measure that can be used in future research studies to assess home environment quality. The cohort study revealed that ECCA type had less effect on the child than their own psychological characteristics. Internalising children continued to have emotional functioning difficulties throughout their ECCA and formal schooling experience. They also experienced social skills deficits while in their ECCA. Externalising children had both behavioural and social functioning difficulties throughout their ECCA and formal schooling experience. Combined children experienced the greatest difficulties of all the study subjects, as they exhibited social, emotional and behavioural functioning deficits throughout their ECCA and formal schooling experience. In addition, internalising children functioned better in kindergarten emotionally and behaviourally if they had attended formal care but functioned better socially if they had attended informal care. This study provides new insights into the relationship between ECCAs and children’s psychological profiles. The results can be used to support revisions to government policy and improvements to clinical practice guidelines that include recognition of the implications of children's experiences in early care. Specifically, the findings can help to identify the strengths and weaknesses of children attending different types of ECCAs that can then be incorporated into treatment planning for 4–6-year-old children who exhibit internalising and externalising behaviours.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/161729/2/02whole.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	au.edu.uts.lib/ppc
dc.title	The Influence of Early Child Care Arrangements and Psychological Characteristics on Child Development	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

Research has shown that early child care arrangements (ECCAs) can nurture or hinder children’s social, emotional and behavioural development. Much of the existing literature has shown contrasting or inconsistent findings. The role played by a child’s psychological profile has seldom been explored in the context of ECCAs and child development. The relationship between these elements may provide explanations as to why some children are more or less susceptible to the effects of ECCAs. This quantitative, prospective cohort study explored how different ECCAs affected the outcomes of children with different psychological characteristics. Additionally, it assessed whether psychological profiles and/or ECCAs impacted a child’s transition and adjustment to formal schooling. A review of the existing literature was conducted to synthesise and clarify research examining how ECCAs impact child outcomes. A validation study was also conducted to develop and validate the Home Observation for Measurement of the Environment Inventory-Short Form-Questionnaire (HOME-SF-Q). Parents of 4–6-year-old children in their final year of care prior to formal schooling were then invited to provide information about their child’s current functioning three times over a 12-month period. The validation study demonstrated that the HOME-SF-Q is a valid and reliable measure that can be used in future research studies to assess home environment quality. The cohort study revealed that ECCA type had less effect on the child than their own psychological characteristics. Internalising children continued to have emotional functioning difficulties throughout their ECCA and formal schooling experience. They also experienced social skills deficits while in their ECCA. Externalising children had both behavioural and social functioning difficulties throughout their ECCA and formal schooling experience. Combined children experienced the greatest difficulties of all the study subjects, as they exhibited social, emotional and behavioural functioning deficits throughout their ECCA and formal schooling experience. In addition, internalising children functioned better in kindergarten emotionally and behaviourally if they had attended formal care but functioned better socially if they had attended informal care. This study provides new insights into the relationship between ECCAs and children’s psychological profiles. The results can be used to support revisions to government policy and improvements to clinical practice guidelines that include recognition of the implications of children's experiences in early care. Specifically, the findings can help to identify the strengths and weaknesses of children attending different types of ECCAs that can then be incorporated into treatment planning for 4–6-year-old children who exhibit internalising and externalising behaviours.

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