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Home > Starting school: The effect of early childhood factors on child well-being

Starting school: The effect of early childhood factors on child well-being [1]

The effects of welfare policy: Working Paper 2:2007
Author: 
Deding, M. C., Lausten, M. & Rosenstjerne Andersen, A.
Source: 
Danish National Institute of Social Research
Format: 
Report
Publication Date: 
1 Mar 2007
AVAILABILITY
Full text in pdf [2]

Abstract


Children's well-being around the age when they start school is crucial for their future success in the educational system. Factors in the first 3 years of a child's life matter for the child's well-being when he or she starts school. This article analyzes the relationship between early childhood factors&em;such as maternal employment, family structure, and family life&em;and future child well-being. The analysis uses the psychosocial SDQ-scale and the number of problems experienced around starting school as measures of well-being. Results show that family factors in particular are important, while the effect of maternal employment&em;if any&em;is positive. In addition, the results differ markedly between girls and boys.

Region: 
Europe [3]
Tags: 
child development [4]
mother's labour force participation [5]

Source URL (modified on 27 Jan 2022):https://childcarecanada.org/documents/research-policy-practice/07/03/starting-school-effect-early-childhood-factors-child-well

Links
[1] https://childcarecanada.org/documents/research-policy-practice/07/03/starting-school-effect-early-childhood-factors-child-well [2] https://pure.vive.dk/ws/files/236944/02_2007_Child_wellbeing.pdf [3] https://childcarecanada.org/category/region/europe [4] https://childcarecanada.org/category/tags/child-development [5] https://childcarecanada.org/taxonomy/term/8142