K.Kiernan University of York What matters for well-being in early childhood? Evidence from the Millennium Cohort Study Kathleen Kiernan University of York

K.Kiernan University of York The Early Years Matter Neurons to Neighbourhoods –concluded” “ virtually every aspect of human development, from the brains evolving circuitry to the child’s capacity for empathy, is affected by the environment and experiences that are encountered in a cumulative fashion, beginning in the pre-natal period and extending throughout the early childhood years” US National Academy of Sciences 2000

K.Kiernan University of York Millennium Cohort Study Initially Families Children – Born in – Families interviewed when baby 9 months old and ages 3, 5 and 7 years Over-representation – Children in disadvantaged areas – Ethnic minority communities – Scotland, Wales and Northern Ireland Linkage to hospital and school records

K.Kiernan University of York Cognitive and Behaviour Children’s outcomes at age 5 Learning and development (Foundation stage profile – QCA 2003) - Communication, language and literacy (CLL) - Mathematical development - Personal, social and emotional development - Knowledge and understanding of the world - Physical development - Creative development Behaviour – total difficulties score - (SDQ – Goodman 1997) - Emotional symptoms - Conduct problems -Hyperactivity -Peer problems

K.Kiernan University of York Focal Factors History of Poverty History of Maternal Depression Parenting at age 3 (Mediator)

K.Kiernan University of York Income poverty History of income poverty 1% None reported61 At 9 months or age 3 (Early)13 At age 5 (Current)12 At 9 months, age 3 and age 5 (Persistent)14 1 less than 60 percent of the median for the UK

K.Kiernan University of York Odds (ratios) of being in lowest decile of the CLL assessment K.Kiernan University of York

Other factors taken into account Child attributes – Gender and age – Birth Order (first versus later born) – Number of siblings – Ethnicity – Low birth weight – Breast fed Mother’s attributes – Age at first birth – Educational Qualifications of Mother – Locus of control – Smoked during pregnancy Family attributes – Family history – Work History – Housing Tenure – Index of Multiple Deprivation – Language spoken in the home

K.Kiernan University of York Odds (ratios) of having high levels of behaviour problems at age 5 K.Kiernan University of York

Maternal depression and anxiety History of maternal depression and anxiety 1% None reported70 At 9 months or age 3 (Prior)14 At age 5 (Current)12 At 9 months, age 3 and age 53 1 Assessed using Malaise scale at 9 months and Kessler scale at 3 and 5 years

K.Kiernan University of York Odds (ratios) of being in lowest decile of CLL Assessment K.Kiernan University of York

Odds (ratios)of having high levels of behaviour problems at age 5 K.Kiernan University of York

Findings on Poverty and Depression Poverty matters for children’s cognitive development but less so for behaviour problems Maternal Depression matters notably so for behaviour problems but also for children’s cognitive development K.Kiernan University of York

Parenting matters K.Kiernan University of York

Parenting measures (at Age 3) Parental warmth and Parental Conflict Positive and negative discipline Irregular Meal times and Bedtimes Frequency of reading to the child Home Learning Environment

K.Kiernan University of York Parenting and Child Outcomes Odds RatiosCLLSDQ Warmth - Low Conflict - High Irregular Mealtimes Rarely reads Smacks frequently 1.3 ns 3.0

K.Kiernan University of York School Performance – Percentage performing at a good level No Poverty and Positive Parenting 73% No Poverty and Poor Parenting 42% No Poverty (Total) 60% Persistent Poverty and Positive Parenting 58% Persistent Poverty and Poor Parenting 19% ) Persistent Poverty (Total) 26% K.Kiernan University of York

Take away messages for the life chances of children Poverty matters Maternal Mental Health Matters Parenting Matters Poverty and Parenting have risen up the policy agenda whereas maternal health has received less attention. A distance to go in reducing the gaps and gradients in the early years K.Kiernan University of York