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dc.contributor.authorLosier, Talia
dc.contributor.authorMassimiliano, Orri
dc.contributor.authorBoivin, Michel
dc.contributor.authorLarose, Simon
dc.contributor.authorJapel, Christa
dc.contributor.authorTremblay, Richard Ernest
dc.contributor.authorCôté, Sylvana
dc.date.accessioned2021-11-17T19:27:22Z
dc.date.availableNO_RESTRICTIONfr
dc.date.available2021-11-17T19:27:22Z
dc.date.issued2021-11-03
dc.identifier.urihttp://hdl.handle.net/1866/25807
dc.publisherLippincott, Williams and Wilkinsfr
dc.rightsCe document est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’utilisation commerciale 4.0 International. / This work is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.fr
dc.subjectChild carefr
dc.subjectDay carefr
dc.subjectEarly care and educationfr
dc.subjectECEfr
dc.subjectHigh school graduationfr
dc.subjectEarly childhoodfr
dc.subjectCenter-based child carefr
dc.subjectChild developmentfr
dc.titleThe associations between child-care services during the preschool years and high school graduation : a 20-year longitudinal population-based studyfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. École de santé publique. Département de médecine sociale et préventivefr
dc.identifier.doi10.1097/DBP.0000000000001016
dcterms.abstractObjective: Together with family factors, early care and education (ECE) services were shown to improve school readiness in kindergarten. However, it is not clear whether better school readiness at age 6 years translates into higher rates of high school graduation years later. Our objective was therefore to investigate the long-term associations between the use of ECE and high school graduation while considering the sex of the child and the socioeconomic status of the parents as moderators. Methods: Participants were children from the Quebec Longitudinal Study on Child Development (QLSCD) born in 1997 to 1998 (N = 2001). Intensity and type of ECE exposure were measured from age 5 months to 5 years. Administrative records were used to determine whether students had obtained a high school diploma by age 20 years. Factors explaining differences in the profiles of ECE users were controlled using propensity score weights. Results: Twenty-two percent of students did not have a high school diploma by age 20 years. Compared with children never exposed to center-based care, those exposed early (i.e., before toddlerhood) had better odds of graduating from high school (odds ratio = 1.49) after controlling for confounding factors. Late exposure to center-based care was not related to high school graduation rates. Conclusion: Exposure to regulated and center-based ECE on a regular basis from toddlerhood to school entry was associated with higher rates of high school graduation. Regulated center-based ECE at the population level may improve rates of high school graduation.fr
dcterms.isPartOfurn:ISSN:0196-206Xfr
dcterms.isPartOfurn:ISSN:1536-7312fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantdoi: 10.1097/DBP.0000000000001016fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleJournal of developmental and behavioral pediatricsfr


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Ce document est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’utilisation commerciale 4.0 International. / This work is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License.
RightsCe document est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’utilisation commerciale 4.0 International. / This work is licensed under a Creative Commons Attribution - NonCommercial 4.0 International License.

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