Maternal depressive symptoms and children’s cognitive development: Does early childcare and child’s sex matter?

English version

Autoři: Chantal Paquin ^aff001; Sylvana M. Côté ^aff002; Richard E. Tremblay ^aff002; Jean R. Séguin ^aff002; Michel Boivin ^aff008; Catherine M. Herba ^aff001
Působiště autorů: Department of Psychology, Université du Québec à Montréal, Montréal, Québec, Canada ^aff001; Centre de Recherche du Centre Hospitalier Universitaire Sainte-Justine, Montréal, Québec, Canada ^aff002; Department of Social and Preventive Medicine, University of Montréal, Montréal, Québec, Canada ^aff003; INSERM U1219 Bordeaux Population Health Unit (BPH), University of Bordeaux, Bordeaux, France ^aff004; Departments of Psychology and Pediatrics, University of Montréal, Montréal, Québec, Canada ^aff005; School of Public Health, Physiotherapy and Population Science, University College Dublin, Dublin, Ireland ^aff006; Department of Psychiatry and Addictology, University of Montréal, Montréal, Québec, Canada ^aff007; School of Psychology, Laval University, Québec, Québec, Canada ^aff008
Vyšlo v časopise: PLoS ONE 15(1)
Kategorie: Research Article
doi: https://doi.org/10.1371/journal.pone.0227179

Souhrn

Background

Maternal depressive symptoms (MDS) have been associated with poorer child cognitive development. Some studies have shown that childcare attendance moderates associations between MDS and child behavior problems, but we do not know if this is the case for children’s cognitive development. Furthermore, few studies have evaluated whether associations between MDS and child cognitive development differ for boys and girls at school entry.

Methods

This study used data from a population-based cohort study (n = 1364) comprising well-validated measures of children’s cognitive development including academic readiness and language development in kindergarten and reading and mathematics achievement in first grade. Information on MDS was collected repeatedly from the child's age of 5 months to 5 years and on childcare from 5 months to 4.5 years. Moderation analyses were conducted to evaluate the differential associations of MDS with children’s outcomes depending on the type of childcare attended and the child’s sex.

Results

Childcare type or child’s sex did not moderate associations between MDS and children’s cognitive outcomes except for MDS being associated with lower scores on reading achievement in first grade for girls with a very small effect size (sr² = .003). Childcare attendance was associated with higher scores for children’s cognitive development, however these associations disappeared after adjusting for covariates including child, mother and family characteristics. Regardless of MDS and childcare type, boys had, even after adjusting for covariates, lower scores on academic readiness (sr² = .029) and higher scores on mathematics achievement (sr² = .004).

Conclusions

Children’s cognitive development at school entry was more strongly associated with maternal education, children’s age in kindergarten and number of months of schooling in first grade than MDS. Contrary to associations between MDS and child behavior problems, childcare attendance did not moderate associations between MDS and children’s cognitive development at school entry.

Klíčová slova:

Behavior – Birth weight – Depression – Children – Language – Mothers – Parenting behavior – Schools

Zdroje

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Maternal depressive symptoms and children’s cognitive development: Does early childcare and child’s sex matter?

Souhrn

Background

Methods

Results

Conclusions

Klíčová slova:

Zdroje

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