The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study.
Child-care
GxE interaction
School readiness
Twin study
Journal
Child psychiatry and human development
ISSN: 1573-3327
Titre abrégé: Child Psychiatry Hum Dev
Pays: United States
ID NLM: 1275332
Informations de publication
Date de publication:
21 Oct 2022
21 Oct 2022
Historique:
accepted:
05
09
2022
entrez:
21
10
2022
pubmed:
22
10
2022
medline:
22
10
2022
Statut:
aheadofprint
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.
Identifiants
pubmed: 36269520
doi: 10.1007/s10578-022-01440-6
pii: 10.1007/s10578-022-01440-6
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2022. The Author(s).
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