Articolo speciale
Tempo materno, tempo di nido e sviluppo del bambino: le evidenze
Effects of maternal and childcare time on child development: a review of the evidence
Anduena Alushaj, Giorgio Tamburlini
Centro per la Salute del Bambino onlus, Trieste
Giugno 2018 - pagg. 361 -370
Abstract
A review is made of the evidence about the effects of maternal time and childcare time on
cognitive and non-cognitive child development. Both maternal time and, more broadly, caregiver’s
time and attendance at childcare services are associated with improved cognitive
and non-cognitive developmental outcomes. However, this is true only for structured, interactive
maternal time and for high quality childcare services. Similarly to inadequate parenting,
low quality childcare may even be detrimental for child development, particularly
on its behavioural dimensions. Contrary to popularly held notions, working mothers usually
dedicate as much developmental focused time to their children as non-working mothers.
Mothers’ social and educational background is a strong determinant of early child development
independently of childcare attendance. However, quality childcare can reduce the
gap between children belonging to families of low socio-economical status (SES) and
children belonging to middle to high SES groups. Overall, the findings of research studies
are consistently indicating that there is no conflict between maternal time and childcare
time since child development can benefit from both, provided that both are high quality.
Child health professionals should promote development-focused parental practices as well
as early attendance at childcare services. Public policies should increase access to and
quality of early child education and provide opportunities to parents and caregivers to improve
their parenting skills.
Parole chiave
Suggerite dall'AI
Classificazione MeSH
Bibliografia
1. Shonkoff JP, Philips AD. From neurons to
neighbourhoods, National Academy Press,
Washington DC, 2000:309.
2. I diritti dell’infanzia e dell’adolescenza in Italia.
7° Rapporto di aggiornamento sul monitoraggio
della Convenzione sui diritti dell’infanzia
e dell’adolescenza in Italia, 2013-2014.
3. World Health Organization, United Nations
Children’s Fund, World Bank Group. Nurturing
care for early childhood development: a
framework for helping children survive and thrive
to transform health and human potential.
Geneva: World Health Organization; 2018.
4. Save the Children Italia onlus. La lampada
di Aladino, 2014.
5. Hart B, Risley T. Meaningful differences in
the everyday experiences of young American
children. Paul H. Brookes Publishing Co., Baltimore,
MD, 1995.
6. Indagine OCSE PISA 2015: i risultati degli
studenti italiani in scienze, matematica e lettura.
7. Save the Children Italia onlus. Illuminiamo
il Futuro 2030. Obiettivi per liberare i bambini
dalla povertà educativa, 2015.
8. Luby J, Belden A, Botteron K et al. The effects
of poverty on childhood brain development:
the mediating effect of caregiving and
stressful life events. JAMA Pediatrics 2013;
167(12):1135-42.
9. Sentenza 20-20 novembre 2002 n. 467 (GU
n. 47 del 27/11/2002).
10. Regio decreto n. 718 del 15/04/1926 (GU
Serie Generale n.104 del 05/05/1926).
11. Ciferri L. Le case dei bambini. Medico e
Bambino 2017;36: 601-606.
12. Decreto legislativo 13 aprile 2017, n. 65,
Istituzione del sistema integrato di educazione
e di istruzione dalla nascita sino a sei anni, a
norma dell’articolo 1, commi 180 e 181, lettera
e), della legge 13 luglio 2015, n. 107.
(17G00073) (GU n.112 del 16/05/2017 - Suppl.
Ordinario n. 23).
13. Unione Europea, Conclusioni della Presidenza,
Consiglio Europeo di Lisbona 23-24
marzo. Lisbona, 2000.
14. Save the Children Italia onlus. Liberare i
bambini dalla povertà educativa. A che punto
siamo? Un’analisi regionale, 2016.
15. Hsin A, Felfe C. When does time matter?
Maternal employment, children's time with parents
and child development. Demography
2014;51:1867-94.
16. Istat novembre 2017. Occupati e disoccupati.
17. Brooks-Gunn J, Wen-Jui H, Waldfogel J.
Maternal employment and child cognitive outcomes
in the first three years of life: the NICHD
study of early child care. Child Development
2002;73(4):1052-73.
18. Ahnert L, Lamb ME. Shared care: establishing
a balance between home and child care
settings. Child Development 2003;74(4):1044-9.
19. Guryan J, Hurst E, Kearney M. Parental
education and parental time with children.
The Journal of Economic Perspectives 2008;
22(3):23-46.
20. Kalil A, Ryan R, Corey M. Diverging destinies:
maternal education and the developmental
gradient in time with children. Demography
2012;49(4):1361-83.
21. Leventhal T, Brooks-Gunn J. Children and
youth in neighborhood contexts. Current Directions
in Psychological Science 2003;12:27-
31.
22. Bernal R, Keane M. Child care choices and
children’s cognitive achievement: The case of
single mothers. Journal of Labor Economics
2011;29(3):459-512.
23. Hsin, A. Parent’s time with children: does
time matter for children’s cognitive achievement?
Social Indicators Research 2009;
93(1):123-6.
24. Huston AC, Aronson S. Mothers’ time with
infant and time in employment as predictors of
mother-child relationships and children's early
development. Child Development 2005;76:467-
82.
25. El Yaman, A. Maternal employment, quality
time and children outcomes, Wayne State
University Dissertations, 2017.
26. Bulgarelli D, Molina P. Social cognition in
preschoolers: effects of early experiences and
individual differences. Frontiers in Psychology
2016;7(1762).
27. Mancini AL, Pasqua S. Asymmetries and
interdependencies in time use between Italian
Spouses. Working Papers, Centre for Household,
Income, Labour and Demographic
Economics (ChilD) 12/2009.
child outcomes. Does gender matter? Questioni
di economia e finanza (Occasional papers),
Banca d’Italia, n. 187, 2013.
29. Agostinelli F, Sorrenti G. Money vs time:
family income, maternal labor supply and
child development. University of Zurich, Department
of Economics, Working Paper No.
273, 2018.
30. Brilli Y, Kulic N, Triventi M. Who cares for
the childen? Family social position and childcare
arrangements in Italy (2016), in Blossfeld
HP, Kulic N, Skopek J and Triventi M (eds).
Childcare, Early education and Social Inequality,
Cheltenham, UK/Northampton, MA,
USA: Edward Elgar.
31. Arpino B, Pronzato CD, Tavares LP. The
effect of grandparental support on mothers’ labour
market participation: an instrumental variable
approach. European Journal of Population
2014;30(4):369-90.
32. Del Boca D, Piazzalunga D, Pronzato C.
Early child care and child outcomes: the role
of grandparents. IZA Discussion Paper No.
8565, 2014.
33. The National Institute of Child Health and
Human Development (NICHD) Study of early
child care and youth development. U.S. Department
of Health and human services, 2006.
34. Tamburlini G. Nido, miracoloso nido. Medico
e Bambino 2013;32:415-7.
35. Zachrisson HD, Dearing E, Lekhal R, Toppelberg
CO. Little evidence that time in child
care causes externalizing problems during
early childhood in Norway. Child Development
2013;84(4):1152-70.
36. National Institute of Child Health and Human
Development, Early Child Care Research
Network. Child Development 71, 2000.
37. Votruba-Drzal E, Coley R, Chase-Lansdale
P. Child care and low-income children’s development:
direct and moderate effects. Child
Development 2004;75(1):296-312.
38. Baker M, Gruber J, Milligan K. Universal
childcare, maternal labor supply and family
well-being, Journal of political economy, 2008.
39. Dearing E, Zachrisson HD, Nærde A. Age
of entry into early childhood education and care
as a predictor of aggression: faint and fading
associations for young norwegian children.
Psychological Science 2015;26(10):1595-
607.
40. Mandel H, Semyonov M. Family policies,
wage structures and the gender gaps: sources
of earnings inequality in 20 countries. Am Sociol
Rev 2005;70(6):949-67.
41. Ministry of Education. Early childhood
education and care policy.
42. Datta Gupta N, Simonsen M. Non-cognitive
child outcomes and universal high quality
child care. Journal of Public Economics 2010;
94(1-2):30-43.
43. Felfe C, Lalive R. Does early child care
help or hurt children’s development? IZA Discussion
Paper No. 8484, 2014.
44. Love JM, Harrison L, Sagi-Schwartz A, van
Ijzendoorn MH, Ross C. Child care quality
matters: how conclusions may vary with context.
Child Development 2003;74(4): 1021-33.
45. Herba CM, Tremblay RE, Boivin M et al.
Maternal depressive symptoms and children’s
emotional problems. Can early child care help
children of depressed mothers? JAMA Psychiatry
2013; 70(8):830-8.
46. Fort M, Ichino A, Zanella G. Cognitive and
non-cognitive costs of daycare 0-2 for girls.
Working papers wp1056, Dipartimento Scienze
Economiche, Università di Bologna, 2016.
47. Del Boca D, Pasqua S. Fondazione Agnelli.
Esiti scolastici e comportamentali, famiglia e
servizi per l’infanzia. Università di Torino su
banche dati INVALSI e ISFOL Plus, 2010.
48. Biroli P, Del Boca D, Heckman JJ. Evaluation
of the Reggio Approach to early education.
IZA Discussion Paper No. 10742, 2017.
49. Di Caprera G. Ready to learn: the role of
childcare attendance on children’s school outcomes
in Italy, CEIS Research Paper 378, Tor
Vergata University, CEIS, 2016.
50. Laurin JC, Geoffroy MC, Boivin M, et al.
Child care services, socioeconomic inequalities
and academic performance. Pediatrics
2015;136(6).
51. Comunicazione della Commissione. Educazione
e cura della prima infanzia: consentire a
tutti i bambini di affacciarsi al mondo di domani
nelle condizioni migliori (COM/2011/0066)
52. Provenzano A. Literacy e bilinguismo. Medico
e Bambino 2017;6:399-402.
53. Parente M. Orientamenti di qualità nello
sviluppo dei servizi educativi per la prima infanzia.
In A. Mariani, Cultura della qualità nei
servizi educativi per la prima infanzia, 2015.
54. Bove C. Parent involvement (2007). In R. S.
New & M. Cochran (Eds.), Early childhood
education. An international encyclopedia. vol 4
pp1141–1145. Westport (CT): Praeger Publishers.
55. Catarsi E. I genitori nell’asilo nido. In E.
Catarsi & A. Fortunati (Eds.), Educare al nido:
Metodi di lavoro nei servizi per l’infanzia. Roma:
Carocci, 2005:59-71.
56. Koren-Karie N, Sagi-Schwartz A. The emotional
quality of childcare centers in Israel: the
Haifa study of early childcare. Infant Mental
Health Journal 2005; 26(2):110-126.
57. Ahnert L, Gunnar MR, Lamb E, Barthel M.
Transition to child care: associations with infant-
mother attachment, infant negative emotion,
and cortisol elevations. Child Development
2004;75(3):639-50.
58. Arace A. Psicologia della prima infanzia.
Mondadori Università, 2010.
59. Bulgarelli D, Molina P. Early childcare,
maternal education and family origins: differences
in cognitive and linguistic outcomes throughout
childhood. Families and Societies,
Working Paper Series No. 41, 2015.
60. Ongari B. Prospettive di ricerca e spunti
per la formazione. Trento: Erickson, 2012.
61. Brunelli A, Manetti S, Panza C. Asilo nido e
malattie ricorrenti. Quaderni acp 2013;20(2):
90.
62. Tamburlini G. Frequenza al nido e rischio
di malattia cronica e di problemi comportamentali.
Medico e Bambino 2013;7:456-8.
63. Bowlby J. Attachment and loss, vol 1: Attachment.
New York: Basic Books, 1969.
Corrispondenza: tamburlini@csbonlus.org