Afterschool Impacts Database
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Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning
Year Published: 2020
This study of 1,364 families followed children from birth through age 15 to examine how early life experiences affect adolescent development. The study found that participation in both early child care and out-of-school time activities during middle childhood were linked to higher reading comprehension and math achievement at age 15, suggesting an additive effect. Additionally, participation in more organized activities in the elementary years was associated with higher vocabulary scores at age 15 and greater social confidence.
Scope of the Evaluation: National
Program Type: Afterschool
Location: Initial hospital visits were conducted at Little Rock, AR; Irvine, CA; Lawrence, KS; Boston, MA; Hickory, NC; Philadelphia, PA; Pittsburgh, PA; Charlottesville, VA; Seattle, WA; and Madison, WI
Grade level: Elementary School, Middle School, High School
Program Demographics:
Among the age 15 sample, there was an even split between males and females. 77% were European American, 12% were African American, and 6% were Latino/a.
Evaluator: Vandell, D. L., Lee, K. T.H. Whitaker, A. A., & Pierce, K. M.; University of California, Irvine
Evaluation Methods:
Participants were initially recruited through their mothers at birth in 1991. Interviews and childcare observations were used to assess early child care measures, and a series of 13 telephone interviews were conducted with parents to report out-of-school time activities and the number of hours in activities from kindergarten through 5th grade. Academic achievement was then measured at age 15 using the Woodcock–Johnson Psycho-Educational Battery–Revised (WJ–R) Tests of Achievement and Cognitive Ability and behavior (impulsivity, risk-taking, externalizing, and social confidence) was self-reported.
Evaluation Type: Quasi-experimental
Summary of Outcomes:
This study found positive academic and behavioral outcomes associated with high quality early child care and K-5 out-of-school time (OST) experiences. It was found that both higher quality early child care and more epochs—periods of time—of K-5 organized activities were linked to higher reading comprehension and math achievement at age 15. The researchers suggest that this finding demonstrates that adolescent and adult functioning is built upon an accumulation of prior experiences. Additionally, participation in more organized activities in the elementary years was associated with higher vocabulary scores in adolescence, while more epochs of non-adult care was linked to lower vocabulary scores at age 15. Researchers conclude that this suggests that OST experiences provide circumstances in which young people can build their vocabulary through exposure to more interactions, compared to unsupervised, non-adult care.
In regards to behavioral outcomes, more epochs of K-5 organized activities and more epochs of supervised informal care were associated with greater social confidence at age 15. Adolescents who participated in these settings reported greater confidence speaking aloud in groups and meeting new people.
Associated Evaluation:
https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.13136
Date Added: June 14, 2021
