Children’s Experiences After the Unintended Birth of a Sibling

This study examines whether children with a younger sibling whose birth was unintended experience larger declines in the quality of their home environment and larger increases in behavioral problems than children whose younger sibling’s birth was intended. We use data from the NLSY79 to estimate cross-lag regression models that assess changes in the home environment and children’s behavioral problems after the birth of a sibling (intended or unintended). Results are consistent with our hypotheses, finding that, indeed, unintended births have negative spillover effects. Compared with children whose sibling’s birth was intended, both boys and girls whose sibling’s birth was unintended experienced larger declines in the quality of their home environment, and boys had larger increases in behavioral problems. We also find some unexpected evidence that mistimed births may have larger negative effects than unwanted births. This deserves further research, and we offer some possible explanations that could guide those investigations.     

中国儿童的出生登记:现状、问题与政策建议

本文利用有关文献和对各级相关部门工作人员的访谈资料以及相关统计数据,分析了中国儿童出生登记的相关法律法规、政策和登记程序;考察了儿童出生登记的状况、存在问题和后果;探讨了阻碍中国出生登记的因素;并提出了促进儿童出生登记、保护儿童权益的政策建议。     

Birth order matters: the effect of family size and birth order on educational attainment

Using the British Household Panel Survey, we investigate if family size and birth order affect children’s subsequent educational attainment. Theory suggests a trade-off between child quantity and “quality” and that siblings are unlikely to receive equal shares of parental resources devoted to children’s education. We construct a new birth order index that effectively purges family size from birth order and use this to test if siblings are assigned equal shares in the family’s educational resources. We find that the shares are decreasing with birth order. Ceteris paribus, children from larger families have less education, and the family size effect does not vanish when we control for birth order. These findings are robust to numerous specification checks.

Self-Reported Fears as Indicators of Young Children’s Well-Being in Societal Change: A Cross-Cultural Perspective

Our main interest in this paper is in studying children’s well-being by using children themselves as informants and fear as an indicator of insecurity from cross-cultural and longitudinal perspectives. More specifically our paper documents the changes in the content and prevalence of children’s fears in two neighboring countries, Finland and Estonia, during the last decade. The study was carried out in 1993 and replicated in 2002/2003 in both countries with the random samples of total number of 420 five to six-year-old children (in Estonia 115 in 1993 and 91 in 2002; in Finland 105 and 109, respectively). For both countries the decade in question was a period of social, political and economic transition including post-socialist transformation in Estonia. Especially informationalization and globalization had a profound impact on the everyday life of parents and children. The increase of insecurity among children in both countries was expected. Children’s fears were investigated by means of an individual semi-structured and picture-aided interview. The most important findings are: the prevalence of children’s self-reported fears has generally increased during the ten years, especially among the Estonian children. The most significant increase was observed in both countries in fears of imagination-related things including television-related fears, fears of imagined creatures and of nightmares parallel to children’s increased media-exposure in daily life. Despite the increase of␣general welfare in both countries our results suggest the opposite tendency among young children; decrease of safety and increase of insecurity. The level of children’s insecurity was higher in Estonian than in Finland at both times. It is noteworthy that some fears of young children are ‚universal’ (fear of getting lost, fear of darkness, fear of being alone), while some fears are more context dependent (television-induced fears, fear of strange people). Young children proved to be competent informants of their condition and well able to provide essential and invaluable information about their problems and well-being. An erratum to this article can be found at     

Family and neighborhood sources of socioeconomic inequality in children’s achievement

We examined family and neighborhood sources of socioeconomic inequality in children’s reading and mathematics achievement using data from the 2000–2001 Los Angeles Family and Neighborhood Survey. To describe inequality in achievement scores, we used Gini coefficients and concentration indices and multilevel regression models. We found no inequality in children’s achievement by family income when other variables in the model were held constant. Mother’s reading scores and average neighborhood levels of income accounted for the largest proportion of inequality in children’s achievement. Neighborhood economic status appears to be strongly associated with children’s skills acquisition.     

Child Underreporting,Fertility, and Sex Ratio Imbalance in China

Child underreporting is often neglected in studies of fertility and sex ratio imbalance in China. To improve estimates of these measures, I use intercensal comparisons to identify a rise in underreporting, which followed the increased enforcement and penalization under the birth planning system in 1991. A new triangulation of evidence indicates that about 19% of children at ages 0–4 were unreported in the 2000 census, more than double that of the 1990 census. This evidence contradicts assumptions underlying the fertility estimates of most recent studies. Yet, the analysis also suggests that China’s fertility in the late 1990s (and perhaps beyond) was below officially adjusted levels. I then conduct a similar intercensal analysis of sex ratios of births and children, which are the world’s highest primarily because of prenatal sex selection. However, given excess underreporting of young daughters, especially pronounced just after 1990, estimated ratios are lower than reported ratios. Sex ratios in areas with a “1.5-child” policy are especially distorted because of excess daughter underreporting, as well as sex-linked stopping rules and other factors, although it is unclear whether such policies increase use of prenatal sex selection. China’s sex ratio at birth, once it is standardized by birth order, fell between 2000 and 2005 and showed a continuing excess in urban China, not rural China.     

Children’s Resilience-Related Beliefs as a Predictor of Positive Child Development in the Face of Adversities: Implications for Interventions to Enhance Children’s Quality of Life

This paper reports the findings of a longitudinal childhood resilience study which investigated the relationship between resilience-related beliefs and positive child development. Three waves of data collection (T1, T2, and T3) were completed in January 2005, July 2005, and January 2006 with a sample of 843 grade 4 pupils, drawn from six primary schools in Hong Kong, and their parents or guardians. At T1, parents/guardians responded to a 24-item inventory of life adversities affecting their children since birth; at T1 and T3, they completed a 25-item Parental Assessment of Child’s Habit, which provided parental evaluation of children’s performance at home and in school. At T1, T2, and T3, children responded to a 58-item Child and Youth Resilience Measure, a 9-item scale on Chinese cultural beliefs about adversity, and an 11-item Chinese Resilience Measure for Children and Adolescents in Hong Kong. Regression analyses, based on linear mixed models, controlling for gender, T1 and T2 scores, personal variables, and random effects of schools, were conducted to test and validate the hypothesis that children’s resilience beliefs are predictive of positive child development, and that this predictive relationship is stronger with increasing adversity in children’s lives. Implications of these findings for the development of resilience-based interventions to enhance the quality of life of children facing adversities are examined.     

Validation Theory and Research for a Population-Level Measure of Children’s Development,Wellbeing, and School Readiness

This paper delineates general validity and research questions that are underlying an ongoing program of research pertaining to the Early Development Instrument (EDI, Janus and Offord 2007), a population-level measure, on which teachers rate kindergarten children’s developmental outcomes in the social, emotional, physical, cognitive, and communicative domains. It describes the large-scale research projects that are using the EDI to measure children’s developmental outcomes for entire populations (e.g., provinces, cities). Given the uniqueness of the EDI’s use as monitoring tool, or social indicator, for children’s developmental health at an early age, we spell out the opportunities and challenges that these projects provide with regard to validation research. The article sets the stage for the special issue, as it is dedicated to showcase the different aspects of the conceptual, theoretical, and empirical validation research as well as the collaborative community-based projects that are currently being undertaken with respect to the EDI.     

Divorced Fathers’ Proximity and Children’s Long-Run Outcomes: Evidence From Norwegian Registry Data

This study examines the link between divorced nonresident fathers’ proximity and children’s long-run outcomes, using high-quality data from Norwegian population registers. We follow (from birth to young adulthood) each of 15,992 children born into married households in Norway in the years 1975–1979 whose parents divorced during his or her childhood. We observe the proximity of the child to his or her father in each year following the divorce and link proximity to educational and economic outcomes for the child in young adulthood, controlling for a wide range of observable characteristics of the parents and the child. Our results show that closer proximity to the father following a divorce has, on average, a modest negative association with offspring’s outcomes in young adulthood. The negative associations are stronger among children of highly educated fathers. Complementary Norwegian survey data show that highly educated fathers report more post-divorce conflict with their ex-wives as well as more contact with their children (measured in terms of the number of nights that the child spends at the father’s house). Consequently, the father’s relocation to a more distant location following the divorce may shelter the child from disruptions in the structure of the child’s life as they split time between households and/or from post-divorce interparental conflict.     

The changing relationship between family size and educational attainment over the course of socioeconomic development: Evidence from Indonesia

Many studies from developed countries show a negative correlation between family size and children’s schooling, while results from developing countries show this association ranging from positive to neutral to negative, depending on the context. The body of evidence suggests that this relationship changes as a society develops, but this theory has been difficult to assess because the existing evidence requires comparisons across countries with different social structures and at different levels of development. The world’s fourth most populous nation in 2007, Indonesia has developed rapidly in recent decades. This context provides the opportunity to study these relationships within the same rapidly developing setting to see if and how these associations change. Results show that in urban areas, the association between family size and children’s schooling was positive for older cohorts but negative for more recent cohorts. Models using instrumental variables to address the potential endogeneity of fertility con rm these results. In contrast, rural areas show no significant association between family size and children’s schooling for any cohort. These findings show how the relationship between family size and children’s schooling can differ within the same country and change over time as contextual factors evolve with socioeconomic development.     

An Index of Child Well-being in the European Union

While the living conditions of children and young people in the European Union have gained increasing recognition across the EU, the well-being of children is not monitored on the European level. Based on a rights-based, multi-dimensional understanding of child well-being we analyse data already available for the EU 25, using series data as well as comparative surveys of children and young people. We compare the performance of EU Member States on eight clusters with 23 domains and 51 indicators and give a picture of children’s overall well-being in the European Union. The clusters are children’s material situation, housing, health, subjective well-being, education, children’s relationships, civic participation and risk and safety.     

Evaluating the impact of conditional cash transfer programs on fertility: the case of the Red de Protección Social in Nicaragua

Evaluating the impact of poverty-reduction programs on fertility is complicated given that changes in incentives to have children take time to be incorporated into decision making and evaluation periods are usually quite brief. We explore the use of birth spacing as a short-run indicator of the impact of poverty-reduction programs on fertility. The data come from a Nicaraguan conditional cash transfer program that offers incentives for poor households to invest in children’s health, nutrition, and education. We estimate a stratified Cox proportional hazard model and find that the program decreased the hazard of a birth, indicating an increase in birth spacing.     

Demographic Consequences of Gender Discrimination in China: Simulation Analysis of Policy Options

The large number of missing females in China, a consequence of gender discrimination, is having and will continue to have a profound effect on the country’s population development. In this paper, we analyze the causes of this gender discrimination in terms of institutions, culture and, economy, and suggest public policies that might help eliminate gender discrimination. Using a population simulation model, we study the effect of public policies on the sex ratio at birth and excess female child mortality, and the effect of gender discrimination on China’s population development. We find that gender discrimination will decrease China’s population size, number of births, and working age population, accelerate population aging and exacerbate the male marriage squeeze. These results provide theoretical support for suggesting that the government enact and implement public policies aimed at eliminating gender discrimination.     

Patterns of Human Development Indicators Across Constitutional Analysis of Children’s Rights to Protection, Provision, and Participation

This study examines children’s images in constitutions and/or amendments as articulated in the Convention on the Rights of the Child while they intersect with the three dimensions of the Human Development Index (HDI) of 2008: life expectancy, educational index, and GDP. The connection between the images of the child and the fulfillment of the dimensions within countries represents the current childhood conditions and determines their future wellbeing. It is the interdependency of the elements of HDI and the premises of the CRC that potentially impact nation-state’s developmental outcome with the process of rights. This study highlights the strength of the connection among the dimensions, and emphasizes the importance of considering children as vital to dialogue around human rights and a human development agenda.     

Where are the Children? Children’s Role in Measuring and Monitoring Their Well-Being

This paper starting point is the dynamic changes and shifts in the field of measuring and monitoring children’s well being. In the paper we focus on one specific change – the “new” role of children in measuring and monitoring their own well being – a role of active participants rather then of subjects for research. We then turn to present based on a sequence of arguments and findings what role children should carry in measuring and monitoring their well being. Followed by a presentation of five possible roles for children involvement in such studies and in regard to the specific roles existing knowledge from various studies and suggested directions for future research are presented. The danger of children’s involvement is such studies are then discussed followed by a presentation of what do children think on this all issue. Finally we conclude that the potential involved in children’s involvement is much greater then the hazards.     

Validity and Psychometric Properties of the Early Development Instrument in Canada,Australia, United States,and Jamaica

There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children’s developmental health at school entry, which to date has been used in more than a dozen countries. The EDI includes five developmental domains (Physical Health and Well-being, Social Competence, Emotional Maturity, Language and Cognitive Development and Communication Skills and General Knowledge) and 16 subdomains. This paper examines the EDI’s psychometric properties in four English-speaking countries (Canada, Australia, United States and Jamaica) by evaluating both the internal consistency and factor structures, as well as exploring the association between the EDI’s Language and Cognitive Development Domain and a direct assessment of children’s receptive vocabulary (Peabody Picture Vocabulary Test, PPVT). Overall, the factor loadings and internal consistencies of domains and subdomains were similar across the countries. The comparisons of the Language and Cognitive Development Domain with the PPVT showed high specificity and low sensitivity. The results of this paper indicate that the EDI, a measure of children’s developmental status at school entry, demonstrates similar psychometric properties in a number of countries, thus building the evidence for the instrument to be added to the limited array of internationally comparable child social indicators.     

An Indigenous Knowledges Perspective on Valid Meaning Making: A Commentary on Research with the EDI and Aboriginal Communities

Offering an Indigenous perspective, this commentary discusses collaborative research, shared meaning making, and knowledge building specific to child development, and reflects on social, cultural, and historical aspects that influence these processes. Drawing upon experiences of developing a collaborative research approach with which to engage Aboriginal communities to appreciate, understand, and potentially use the Early Development Instrument (EDI; Janus and Offord in Can J Behav Sci 39:1–22, 2007), a teacher-administered rating scale on kindergarten children’s development, the commentary focuses on five key questions relevant to research processes undertaken with Indigenous Peoples, and the importance of social, ethical, and cultural aspects of validity: How do Indigenous epistemologies and knowledges inform and influence research processes that utilize the EDI as a measurement tool? How can the EDI be used as a measurement tool within a research process that fosters the thriving of children and their families in Aboriginal communities while promoting Indigenous Peoples’ self-determination? In what ways do local, Indigenous cultural and ethical considerations inform aspects of validation research pertaining to the EDI? How can (Western mainstream) universities build research capacity that is informed by Indigenous knowledges and ways of being, doing, and knowing? What are the potential consequences of using normative research tools—such as the EDI—as a method to build knowledge on children’s development with Indigenous Peoples and Aboriginal communities? This commentary suggests that from an Indigenous perspective, research on child development is valid and meaningful knowledge if it is clearly linked to the children’s and families’ wellbeing according to local cultural norms and values.     

Bioecological Theory, Early Child Development and the Validation of the Population-Level Early Development Instrument

The Early Development Instrument (EDI; Janus and Offord in Canadian Journal of Behavioural Science 39:1–22, 2007) project is a Canadian population-level, longitudinal research project, in which teacher ratings of Kindergarten children’s early development and wellbeing are linked to health and academic achievement variables at the individual level, and to demographic, cultural, and socioeconomic variables at the community level. In this article, we draw from Bronfenbrenner’s bioecological theory of human development to create a coherent theoretical framework for guiding validation research within a population-level approach to child development research in general and for the EDI project in particular. The discussion draws from a range of social and health sciences as well as validity theory. The paper seeks to align complex conceptual, theoretical, methodological, and psychometric considerations, to provide specific design, methodology, and validation recommendations for a population-level approach to studying children’s development and wellbeing, and to discuss the strengths and challenges of this approach.     

A Sociodemographic Risk Index

In this paper, we conceptualize and develop an index of sociodemographic risk that we hypothesize will be an improvement over the standard poverty measure as a measure of risk for children’s development. The poverty line is widely used in government statistics and in research but is also widely acknowledged to have multiple shortcomings. Using recent data from the National Survey of America’s Families, we develop and examine a Sociodemographic Risk Index for two potential purposes: (a) to serve as a summary indicator of children’s environments that affect their well-being, and (b) to serve as a variable that can be used to identify at-risk subgroups of children whose well-being should be examined separately in indicator reports. Based on substantial research on children’s development, we chose five variables for the index: family income, family structure, parent education, family size, and home ownership. An additive sociodemographic risk index using these variables is strongly associated with multiple measures of child well-being in both bivariate and multivariate analyses. Hence, it serves as a good marker of risk for children and therefore as an indicator that could be monitored over time, across groups, and across places, as well as a variable that could be used to identify subgroups of at-risk children whose well-being should be monitored. However, analyses do not indicate that it performs better at identifying at-risk children than the current poverty measure. Therefore, we recommend the Sociodemographic Risk Index primarily as an additional summary indicator to be monitored, rather than as a replacement for the poverty measure.     

Patterns of nonresident father contact

We used the National Longitudinal Survey of Youth 1979 cohort (NLSY79) from 1979 to 2002 and the Children of the National Longitudinal Survey of Youth (CNLSY) from 1986 to 2002 to describe the number, shape, and population frequencies of U.S. nonresident father contact trajectories over a 14-year period using growth mixture models. The resulting four-category classification indicated that nonresident father involvement is not adequately characterized by a single population with a monotonic pattern of declining contact over time. Contrary to expectations, about two-thirds of fathers were consistently either highly involved or rarely involved in their children’s lives. Only one group, constituting approximately 23% of fathers, exhibited a clear pattern of declining contact. In addition, a small group of fathers (8%) displayed a pattern of increasing contact. A variety ofvariables differentiated between these groups, including the child’s age at father-child separation, whether the child was born within marriage, the mother’s education, the mother’s age at birth, whether the father pays child support regularly, and the geographical distance between fathers and children.