The present study demonstrated that early group childcare had a positive effect on child development at three years of age. Previous studies have shown that early group childcare has positive effects on child development; however, the items showing positive effects differed among studies: motor4,5, cognitive3,5,6,7,9,10, psychosocial5,7, and communication impairment4,6,9,10,11. Few reports discuss the negative aspects of early group childcare on child development. However, Caniato et al. reported no significant association between the duration of kindergarten and speech disorders5. Additionally, Stich et al. found that the impact on speech skills was smaller compared to the impact on motor skills, cognition, memory, and concentration9. There were several probable reasons for such discrepancies in results. First, the studies had different sample characteristics, including variations in demographics such as socioeconomic status, geographic location, and age groups. Second, the methods and assessment tools used to measure child development could influence the results. Additionally, the quality of childcare might vary between facilities, which was likely to have a significant impact on child development. Some reports have emphasized the importance of not only utilizing group childcare but also ensuring the provision of high-quality care3,6,10. These factors underscore the complexity of assessing the effects of early group childcare on child development, suggesting that while there are general positive effects, specifics can vary based on numerous variables. To clarify the overall impact, it is crucial to continue accumulating reports from diverse regions, subjects, and study designs. A positive impact was observed in all five developmental domains in the present study. However, this effect was most evident in the domains of communication, including speech skills and personal-social skills. Early group childcare encourages children to learn how to relate to others through interactions with other children and adults other than their family members. Furthermore, physical movements, such as playing with their peers, lead to improvements in motor skills.
Most studies on this topic were conducted in the United States and European countries. Given the impact of regional differences and customs on child development, the present study is novel and socially impactful in that it was conducted in Japan using large-scale data. In Japan, there is a growing societal need for professional childcare for children under the age of three years15. In reviewing cross-cultural similarities and differences in parenting, it is evident that cultural variations exist in many aspects, including physical caregiving, cognitive stimulation, warmth, control and monitoring, and discipline, all of which may influence child development29. For instance, Western parents tend to express warmth through physical affection, such as hugging, kissing, and frequently saying “I love you.” In contrast, Asian parents are more likely to demonstrate warmth by attending to their children’s educational needs and providing instrumental support30. Cultural differences are also observed in the amount of physical contact between parents and their infants. While infants in many Western cultures often sleep alone, not only in separate beds but also in separate rooms, parents and children in Japan are commonly found sharing the same space both during the day and at night31. In a recent national survey, 44.6% of children under the age of three years attended a childcare center32. According to OECD data, significant disparities exist among countries regarding the utilization of daycare for children under the age of three, with Japan ranking 15th out of 33 countries for which data is available2. Although the same report indicates a correlation between childcare or school attendance rates for children aged under the age of three and maternal employment status, in Scandinavian countries such as Denmark and Belgium, high childcare rates are observed despite varying maternal employment rates2. These differences may be attributed to varying motivations for early education, early socialization practices, and cultural backgrounds across countries. Traditionally in Japan, from around the 1960s, there was a widespread belief that mothers should focus on child-rearing until their children reached the age of around three years old33. Although the Ministry of Health, Labour and Welfare announced in 1998 that there is no rational basis for this idea33, and there has been a shift away from this perspective, there is often debate in Japan regarding how the early utilization of group childcare affects development of children. Our current study utilized a large cohort conducted in Japan, allowing us to demonstrate that the utilization of childcare facilities positively influences children’s development by the age of three. We considered that our findings provide crucial evidence to challenge and correct the traditional misconceptions that have persisted in our country.
Early group childcare did not demonstrate a uniformly positive impact on children across all aspects in the present study. Borge et al. reported that aggression was significantly more common in children aged 2–3 years who were receiving care from their own mothers than in those attending group daycare34. However, Belsky et al. and Vandell et al. reported that greater exposure to center care resulted in a higher incidence of teacher-reported externalizing problems at ages 12 and 1513,14. The present study only included children of up to three years of age. Moreover, other factors, such as mother-child attachment formation or physical aggression and behavioral problems in children, were not evaluated.
Multiple logistic regression analysis revealed that engagement in enrichment lessons and cohabitation with siblings decreased the number of participants with the ASQ-3 values below the cut-off value. Kajiume et al. reported that participation in enrichment lessons was associated with later occupational success35. Schlaug et al. reported that music training resulted in long-term enhancement of visual-spatial, verbal, and mathematical performance in children36. Interaction with diverse people plays an important role in the development of social skills in children. Thus, providing children with opportunities to gain various social experiences plays an important role in enhancing their development. Therefore, educational institutions and communities must value diversity and offer opportunities for children to engage in various experiences.
This study has some limitations. First, participants were recruited from the general population, and participation was voluntary, potentially introducing selection bias towards parents with higher health literacy. Second, The ASQ was indeed a developmental screening tool completed by caregivers, rather than a comprehensive assessment tool administered by trained professionals, which may have led to differences in scores between evaluators. Third, in this study, we analyzed data compiled from questionnaires utilized in JECS. Thus, the questionnaire used in our research was not created by the researchers. Therefore, the items in the survey were not perfect, even by the authors. For example, they include neurodevelopmental disorders of the mother, but not the father. Finally, this study targeted pregnant women recruited between 2011 and 2014, and the data used were collected approximately a decade ago. We acknowledge that there may be a discrepancy between the data and current circumstances.
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