pre-school options - how to decide

[Sorry for the silence. I've had a half written blog post waiting to be finished for the last couple of days. Unusual for me. But I've been working and the computer's been playing up (it misses me when I work too much!) Here's what I've been thinking, reflecting on the motherhood discussion happening around the place.]

I'm not convinced of the value in developing a theology of motherhood - though Jean does a pretty good job. The bible is reasonably silent on the subject, though it assumes that a mother will love her children (such a thing is natural) and that the parents will be the primary care givers. As parents we are instructed to raise our kids in the knowledge and love of God and because we are Christians we must display the fruits of the spirit in our dealings with them (love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self control etc).

Within this framework, we are free to run our households as we see best. There are many decisions which have no clear right or wrong answer. For example, bedtimes. I have always favoured early bedtimes for my kids. Probably mostly because my patience is running short at the end of the day, but also because studies show that sleep is a good thing for kids and my children will not nap during the day. But in other countries, the idea of a bedtime for children is considered absurd. Kids stay up as late as they like and sleep in the day if they're tired. There is no right and wrong on this. It is cultural and personal and in the end it doesn't really matter.

The issue of childcare is a little more complex, but I still put it in the freedom bucket. It is, of course, possible to make a terribly unwise (read 'stupid') decision but this decision will not necessarily be sinful (though it might be). If we are committed to loving our kids and taking responsibility for their upbringing and Christian training, then I think we are free to work this out as we work it out. I don't think that motherhood is an especially sacred task - it's one of the many spheres of life in which we work out our salvation. Some women will have an overwhelming desire to have their children at home with them all the time. This may be a good, neutral or wrong (eg. she may be controlling or overly fearful of outside influences). Others will not particularly enjoy at-home time and will eagerly await the school years. This, too, may be good, neutral or wrong.

In terms of childcare options for the preschool years, in our society we have the following options: ft at home with mum (or dad), at home with a nanny, institutionalised child care, grandparent or relative care, family daycare, friend/neighbour babysitting, a preschool program (in the one - two years before school) or any combination of these. I don't think that any are inherently sinful.

So, presuming that we have a strong sense of love and responsibility for our kids (ie. we are not looking to shirk our responsibility to care for, raise and train them) how do we make a decision about which to choose?

I suggest that we think through these 3 things - I've listen them in order of importance:

1. What will be good for my child. What outcomes am I after, how can I best achieve these?

2. What will work for my family. What other things influence the decision - work, other responsibilities etc.

3. What I want to do. Which are you naturally drawn towards?


On point one, I found this study helpful and interesting. It predicts kids' behaviour, socialisation, intelligence and happiness in their first year of school based on their childcare history (whether they have been at home ft, gone to preschool, daycare... whatever.) It is pretty thorough.

Basically:

After allowing for the influence of control variables (personal characteristics, family and school factors) results indicated the following:

centre-based child care


attendance at centre-based child care in the year, 5 years prior to schooling, predicted lower levels of self-control and higher levels of externalising behaviour in the first year of schooling;


more days (4 or 5) per week or more than 30 hours pr week of centre-based child care in 5 years, 4 years or 2 years prior to schooling, predicted lower measures of social skills and academic competence, and more problem behaviours. The results were particularly strong in relation to the extent of care in the 2 years closer to birth and developmental outcomes.

preschool

children who attended 3-year-old preschool regardless of the year prior to schooling or extent of attendance per week, had higher levels of cooperation;

attendance at 3-year-old preschool 3 years prior to schooling predicted lower levels of externalising behaviour;


more days of 3-year-old preschool 2 years prior to schooling predicted higher levels of cooperation and summed social skills.


children who attended 4-year-old preschool regardless of the year prior to schooling or extent of attendance per week, had higher levels of academic competence;


attendance at 4-year-old preschool in the year immediately prior to schooling predicted higher levels of cooperation, self-control and academic competence and more hours per week predicted lower levels of problem behaviour;


attendance at either 3-year-old or 4-year old preschool, 2 years prior to schooling, predicted higher levels of cooperation, self-control and summed social skills in the first year of schooling;

family day care

family day care, and particularly family day care 3 years prior to schooling, predicted greater risk for lower levels of cooperation and academic competence in the first year of schooling than the extent per week of this care

occasional care

more days and more hours of occasional care 5 years prior to schooling predicted lower levels of confidence;

nanny care

more days and more hours of nanny care 4 years prior to schooling predicted lower levels of internalising behaviour, including children appearing sad or depressed, lonely, anxious in groups, having low self-esteem or being easily embarrassed

grandparent care

regular grandparent care 3 years prior to schooling predicted lower levels of academic competence as did regular grandparent care 2 years prior to schooling.


in addition, more days of grandparent care 3 years prior to schooling or 2 years prior to schooling predicted lower levels of academic competence, more hours of grandparent care 4 years or 2 years prior to schooling predicted higher levels of summed problem behaviour, and more hours of grandparent care 4 years or 2 years prior to schooling indicated risk of lower levels of cooperation.


in the year immediately prior to schooling, more days of grandparent care increased the risk of lower levels of cooperation. These risks were greater when grandparent care was more than 2 days per week or more than 30 hours per week.

care by neighbours, friends or others

care by neighbours, friends or others regardless of the year prior to schooling or the extent of that care predicted higher levels of internalising behaviour, including children appearing sad or depressed, lonely, anxious in groups, having low self-esteem or being easily embarrassed


regular and more extensive care by neighbours, friends or others in the year immediately prior to schooling predicted lower levels of confidence, selfcontrol, summed social skills and higher levels of internalising behaviour, hyperactivity and summed problem behaviour in the first year of schooling

father care

children who received more regular father care 5 years, 4 years, 3 years or 2 years prior to schooling were more likely to have higher levels of cooperation in the first year of schooling. These benefits were greater when father care was for 3 or more days per week or more than 30 hours per week.

mother care

more days of mother care 3 years or 2 years prior to schooling predicted benefits for cooperation at school. More days of mother care 2 years prior to schooling also provided benefits for higher levels of summed social skills in the first year of schooling, and more days of mother care 5 years prior to schooling protected children against higher levels of hyperactivity at school.


more days of mother care in the year immediately prior to schooling, especially where this care was for 5 to 7 days per week, predicted risk of higher levels of internalising behaviour including children appearing sad or depressed, lonely, anxious.