Where do anxious children “fit” best? Childcare and the emergence of anxiety in early childhood.

Abstract

The goal of this study was to explore the role of childcare history as a potential moderating factor in the development of anxiety in early elementary school. Data were drawn from multiple cycles of the National Longitudinal Survey of Children and Youth. At Time 1, the sample included n = 3,100 children aged 4 to 5 years. Based on parent ratings at Time 1, groups of extremely anxious, aggressive, and comorbid children were identified, as well as a comparison group. Parents also reported on children's primary care experiences (e.g., centre-based care, home-based care, no care). Two years later, teachers provided ratings of child anxiety and aggression in elementary school. Results indicated an interaction between early behavioural risk group and childcare type in the prediction of later anxiety. Anxious children who participated in home-based care were significantly less anxious 2 years later than anxious children in the centre-based care or no-care groups. Results are discussed in terms of the importance of the fit between child characteristics and childcare type in the emergence of anxiety in early childhood.