The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study [r-libre/2801]

Gagnon, Eloi; Boivin, Michel; Mimeau, Catherine; Feng, Bei; Morneau‐Vaillancourt, Genevieve; Aubé, Sophie; Brendgen, Mara; Vitaro, Frank et Dionne, Ginette (2022). The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry and Human Development. https://doi.org/10.1007/s10578-022-01440-6

Fichier(s) associé(s) à ce document :

PDF - Gagnon et al. (2022).pdf
Contenu du fichier : Manuscrit accepté (révisé après évaluation)

Télécharger

Catégorie de document :	Articles de revues
Évaluation par un comité de lecture :	Oui
Étape de publication :	Publié
Résumé :	The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and decreased gradually to a mere 3% for children attending formal child-care full time, e.g., 40 h per week. Age of onset exerted no moderation effect. The results support the hypothesis that child-care acts as a normalizing environment, possibly buffering negative effects from low-quality home environments on school readiness.
Déposant:	Mimeau, Catherine
Responsable :	Catherine Mimeau
Dépôt :	11 nov. 2022 21:10
Dernière modification :	11 nov. 2022 21:10

Actions (connexion requise)

RÉVISER