L'intensité de la fréquentation de la garderie diminue les contributions de l'environnement partagé à la préparation scolaire : une étude longitudinale et génétiquement informative
|Advisor:||Dionne, Ginette; Boivin, Michel|
|Abstract:||Daycare attendance improves school readiness and school achievement, especially for children from disadvantaged socio-economic households. More broadly, daycare could potentially decrease the total family contribution to school readiness. In this study, we used a prospective, population-based and genetically descriptive sample of 648 pairs of twins to compute a gene-environment interaction analysis. We assessed how daycare attendance moderates genetic, shared environmental and unshared environmental contributions to school readiness. We show that a high number of hours per week decreases the shared environmental contributions to school readiness (but not the genetic and unique environmental contributions). Past researches have shown that formal daycare reduces the impact of negative specific family characteristics (e.g., low socio-economic status, low maternal stimulation, low maternal education). Our results support the idea that daycare attendance decreases more generally the family-wide influence on school abilities. Daycare could potentially act as a normalizing environment, decreasing differences between families and possibly buffering from the negative effect of less stimulating home environments. These results pose daycare as a way to ensure every child has an equal opportunity of learning before school entry. However, its non-universality and its restricted access create a deleterious situation in which children from lower socio-economic status families are less likely to enroll in daycare, but they are the ones who would benefit the most from it.|
|Document Type:||Mémoire de maîtrise|
|Open Access Date:||24 May 2021|
|Collection:||Thèses et mémoires|
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