The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study.
Child Psychiatry Hum Dev
; 2022 Oct 21.
Article
in En
| MEDLINE
| ID: mdl-36269520
ABSTRACT
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.
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Language:
En
Journal:
Child Psychiatry Hum Dev
Year:
2022
Document type:
Article
Affiliation country:
Canada