The universal child allowance and its relations with emotion regulation in early childhood. A behavioral study

Authors

DOI:

https://doi.org/10.22235/cp.v16i1.2629

Keywords:

universal child allowance, still-face paradigm, social vulnerability, infancy, emotion regulation

Abstract

In Argentina, the universal child allowance (AUH by its spanish acronym) is a social insurance that is granted to people in a situation of social vulnerability for each child under 18 years of age and with disabilities, whose parents are inserted in unregulated jobs. On the other hand, emotional regulation (ER) is related to monitoring, evaluating and modifying emotional reactions to achieve goals, and predicts communication, executive skills and academic performance. The investigations that analyze the impact of social or financial assistance by the state on the cognitive development of children in vulnerable situations are from USA and Europe, and with samples of preschoolers. The objective of the following study was to evaluate the association of this economic aid and social vulnerability with the ER of infants with and without unsatisfied basic needs. The Still-Face paradigm was used to assess ER and a socioeconomic status scale. AUH was found to be related to higher levels of ER, while social vulnerability was associated with lower levels of this skill. Regarding the interaction effect, the group with vulnerability and without AUH showed the lowest levels of ER. This underlines the importance of continuing to study the contributions of this type of public policy during the first years of life.

Downloads

Download data is not yet available.

Author Biographies

Angel Manuel Elgier, Universidad de Buenos Aires, Universidad Abierta Interamericana, CONICET

Lic. en Psicología (UBA). Doctor en Psicología (UNC).

Susana Celeste Azzollini, Universidad de Buenos Aires - CONICET

Lic. en Psicología (UBA). Doctora en Psicología (UBA).

References

Agis, E., Cañete, C., & Panigo, D. (2010). El impacto de la Asignación Universal por Hijo en Argentina. CENDA, PROFOPE, CEIL-PIETTE. https://doi.org/10.35537/10915/46182

Arruabarrena, I. & de Paúl, J. (2012). Early intervention programs for children and families: Theoretical and empirical bases supporting their social and economic efficiency. Psychosocial intervention, 21(2), 117-127. https://doi.org/10.5093/in2012a18

Ayoub, C., O’Connor, E., Rappolt-Schlictmann, G., Vallotton, C., Raikes, H., & Chazan-Cohen, R. (2009). Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start. Early Childhood Research Quarterly, 24(3), 289-305. https://doi.org/10.1016/j.ecresq.2009.04.001

Bahrami, B., Dolatshahi, B., Pourshahbaz, A., & Mohammadkhani, P. (2018). Parenting style and emotion regulation in mothers of preschool children. Practice in Clinical Psychology, 6(1), 3-8. https://doi.org/10.29252/nirp.jpcp.6.1.3

Cerda-Molina, A. L., Borráz-León, J. I., Mayagoitia-Novales, L., & Río, A. T. G. D. (2018). Reactividad del cortisol y salud mental en adultos expuestos a violencia temprana: revisión sistemática. Revista Panamericana de Salud Pública, 41, e171. https://doi.org/10.26633/rpsp.2017.171

De Marco, A., Vernon-Feagans, L., & Family Life Project Key Investigators (2015). Child care subsidy use and child care quality in low-wealth, rural communities. Journal of Family and Economic Issues, 36(3), 383-395. https://doi.org/10.1007/s10834-014-9401-8

English, T., Lee, I. A., John, O. P., & Gross, J. J. (2017). Emotion regulation strategy selection in daily life: The role of social context and goals. Motivation and Emotion, 41(2), 230-242. https://doi.org/10.1007/s11031-016-9597-z

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior research methods, 41(4), 1149-1160. https://doi.org/10.3758/brm.41.4.1149

Felfe, C., Nollenberger, N., & Rodríguez-Planas, N. (2015). Can’t buy mommy’s love? Universal childcare and children’s long-term cognitive development. Journal of Population Economics, 28(2), 393-422. https://doi.org/10.1007/s00148-014-0532-x

Fernald, L. C., Gertler, P. J., & Neufeld, L. M. (2008). Role of cash in conditional cash transfer programmes for child health, growth, and development: an analysis of Mexico's Oportunidades. The lancet, 371(9615), 828-837. https://doi.org/10.1016/S0140-6736(08)60382-7

Fernald, L. C., Kagawa, R., Knauer, H. A., Schnaas, L., Guerra, A. G., & Neufeld, L. M. (2017). Promoting child development through group-based parent support within a cash transfer program: Experimental effects on children’s outcomes. Developmental psychology, 53(2), 222. http://dx.doi.org/10.1037/dev0000185

Frick, M. A., Forslund, T., Fransson, M., Johansson, M., Bohlin, G., & Brocki, K. C. (2017). The role of sustained attention, maternal sensitivity, and infant temperament in the development of early self-regulation. British Journal of Psychology, 109, 277-298. https://doi.org/10.1111/bjop.12266

Gago Galvagno, L. G., De Grandis, M. C., Clerici, G. D., Mustaca, A. E., Miller, S. E., & Elgier, A. M. (2019). Regulation during the second year: Executive function and emotion regulation links to joint attention, temperament, and social vulnerability in a Latin American sample. Frontiers in psychology, 10, 1473. https://doi.org/10.3389/fpsyg.2019.01473

Gago Galvagno, L. G., Miller, S. E., De Grandis, C., & Elgier, A. M. (2021). Emerging coherence and relations to communication among executive function tasks in toddlers: Evidence from a Latin American sample. Infancy, 26(6), 962-979. https://doi.org/10.1111/infa.12421

Gago-Galvagno, L. G., Miller, S. E., De Grandis, C., Elgier, A. M., Mustaca, A. E., & Azzollini, S. C. (2022). The still-face paradigm in Latin American mother–child dyads at 2 and 3 years: Effects of socioeconomic status and temperament. Journal of Experimental Child Psychology, 217, 105357. https://doi.org/10.1016/j.jecp.2021.105357

Gago-Galvagno, L., Clerici, G., & Elgier, A. (2020). ¿Contribuyen los subsidios estatales al desarrollo cognitivo temprano? La Asignación Universal por Hijo en el contexto argentino. Psicología Unemi, 4(7), 8-20. https://doi.org/10.29076/issn.2602-8379vol4iss7.2020pp8-20p

Griffen, A. S. (2019). Evaluating the effects of childcare policies on children’s cognitive development and maternal labor supply. Journal of Human Resources, 54(3), 604-655. https://doi.org/10.3368/jhr.54.3.0315.6988r

Gross, J. J. (1999). Emotion regulation: past, present, future. Cognition & Emotion, 13(5), 551-573. https://doi.org/10.1080/026999399379186

Guinosso, S. A., Johnson, S. B., & Riley, A. W. (2016). Multiple adverse experiences and child cognitive development. Pediatric research, 79(1-2), 220. https://doi.org/10.1038/pr.2015.195

Haslam, D. M., Poinman, C., Filus, A., Sumargi, A., & Boediman, L. (2019). Parenting style, child emotion regulation and behavioral problems: The moderating role of cultural values in Australia and Indonesia. Journal of Child and Family Studies, 4, 11-23. https://doi.org/10.1080/01494929.2020.1712573

Herbst, C. M. & Tekin, E. (2016). The impact of child‐care subsidies on child development: evidence from geographic variation in the distance to social service agencies. Journal of Policy Analysis and Management, 35(1), 94-116. https://doi.org/10.1002/pam.21860

Hermida, M. J., Shalom, D. E., Segretin, M. S., Goldin, A. P., Abril, M. C., Lipina, S. J., & Sigman, M. (2018). Risks for child cognitive development in rural contexts. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2021.647039

Instituto Nacional de Estadística y Censos (INDEC). (2019). Encuesta permanente de hogares 2016-2020. Buenos Aires: INDEC.

Jiménez, M. & Jiménez, M. (2015). Asistencia escolar y participación laboral de los adolescentes en Argentina: el impacto de la Asignación Universal por Hijo. ILO. https://www.ilo.org/legacy/spanish/argentina/100voces/recursos/9_investigacion/1.pdf

Jiménez, M. & Jiménez, M. (2016). Effects of the Universal Allocation per Child program on school dropout rates among adolescents. Cuadernos de Economía, 35(69), 709-752.

Justice, L. M., Jiang, H., Purtell, K. M., Schmeer, K., Boone, K., Bates, R., & Salsberry, P. J. (2019). Conditions of Poverty, Parent–Child Interactions, and Toddlers’ Early Language Skills in Low-Income Families. Maternal and Child health Journal, 1-8. https://doi.org/10.1007/s10995-018-02726-9

Kia-Keating, M., Nylund-Gibson, K., Kia-Keating, B. M., Schock, C., & Grimm, R. P. (2018). Longitudinal patterns of self-regulation among ethnic minority children facing poverty. Journal of Child and Family Studies, 27(2), 398-411. https://doi.org/10.1007/s10826-017-0883-5

Kliksberg, B. & Novacovsky, I. (2015). El gran desafío: romper la trampa de la desigualdad desde la infancia: aprendizajes de la Asignación Universal por Hijo. Editorial Biblos. https://doi.org/10.35537/10915/46182

Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psycholoogy, 36(2), 220-231. https://doi.org/10.1037/0012-1649.36.2.220

Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., Brooks-Gunn, J., Chazan-Cohen, R., Tarullo, L. B., Brady-Smith, C., Fuligni, A. S., Schochet, P. Z., Paulsell, D., & Vogel, C. (2005). The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs. Developmental Psychology, 41(6), 885. https://doi.org/10.1037/0012-1649.41.6.885

Molina-Millan, T., Barham, T. C. J., Macours, K., Maluccio, J. A., & Stampini, M. (2016). Long-term impacts of conditional cash transfers in Latin America: Review of the evidence. IDB Working Paper Series, InterAmerican Development Bank. https://doi.org/10.18235/0000470

Oszlak, O. (2019). Los pobres y el derecho para vivir en Buenos Aires. Estado Abierto. Revista sobre el Estado, la administración y las políticas públicas, 3(2), 43-77. https://doi.org/10.18356/b2c622ad-es

Prats, L., Segretin, M. S., Fracchia, C., Kamienkowski, J., Pietto, M., Hermida, J., Giovannetti, F., Mancini, N., Gravano, A., Sheese, B., & Lipina, S. (2017). Asociaciones entre factores individuales y contextuales con el desempeño cognitivo en preescolares de hogares con Necesidades Básicas Insatisfechas (NBI). Cuadernos de Neuropsicología/Panamerican Journal of Neuropsychology, 11(2), 42-77. https://doi.org/10.7714/CNPS/11.2.201

Programa de las Naciones Unidas para el Desarrollo (PNUD). (2000). Human Development Report. Human Rights and Human Development. Organización de las Naciones Unidas. https://doi.org/10.21678/apuntes.39.450

Richaud, M. C., Mestre, M. V., Lemos, V. N., Tur, A., Ghiglione, M. E., & Samper, P. (2013). La influencia de la cultura en los estilos parentales en contextos de vulnerabilidad social. Avances en Psicología Latinoamericana, 31(2), 419-431. https://doi.org/10.15381/rinvp.v16i2.6554

Rodríguez, L. M. & Monge, V. S. (2017). La desnutrición y el estrés van a la escuela: pobreza infantil y neurodesarrollo en América Latina. Innovaciones Educativas, 19(27), 55-70. https://doi.org/10.22458/ie.v19i27.1955

Rodríguez-Garcés, C. R. & Muñoz-Soto, J. A. (2017). Rezago en el desarrollo infantil: La importancia de la calidad educativa del ambiente familiar. Revista Internacional de Investigación en Ciencias Sociales, 13(2), 253-270.

Roggman, L. A., Boyce, L. K., & Cook, G. A. (2009). Keeping kids on track: Impacts of a parenting-focused Early Head Start program on attachment security and cognitive development. Early Education and Development, 20(6), 920-941. https://doi.org/10.1080/10409280903118416

Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh‐questions matter for toddlers' language and cognitive development. Cognitive Science, 41, 162-179. https://doi.org/10.1111/cogs.12349

Rubilar, J. V., Lemos, V., & Richaud, M. C. (2017). Programa de fortalecimiento parental en contextos de vulnerabilidad social: Una propuesta desde el ámbito escolar. Interdisciplinaria, 34(1), 157-172. https://doi.org/10.16888/interd.2017.34.1.10

Salvia, A., Tuñón, I., & Poy Piñeiro, S. (2015). Asignación Universal por Hijo para la Protección Social: impacto sobre el bienestar económico y el desarrollo humano de la infancia. Población & Sociedad, 22(2). https://doi.org/10.35537/10915/46182

Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller‐Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self‐regulation abilities from ages 2–3 to 6–7 associated with academic achievement in the early school years? Child: Care, Health and Development, 41(5), 744-754. https://doi.org/10.1111/cch.12208

Shaffer, A. & Obradović, J. (2017). Unique contributions of emotion regulation and executive functions in predicting the quality of parent–child interaction behaviors. Journal of Family Psychology, 31(2), 150. https://doi.org/10.1037/fam0000269

Sharkins, K. A., Leger, S. E., & Ernest, J. M. (2017). Examining effects of poverty, maternal depression, and children’s self-regulation abilities on the development of language and cognition in early childhood: An early head start perspective. Early Childhood Education Journal, 45(4), 493-498. https://doi.org/10.1007/s10643-016-0787-9

Skinner, E. A. & Zimmer-Gembeck, M. J. (2016). Development of Coping during Toddlerhood: Explicit Appraisals, Emotional Action Regulation, and Cooperative Coping Systems. Springer. https://doi.org/10.1007/978-3-319-41740-0_7

Straschnoy, M. (2017). Análisis evaluativo de las condicionalidades de la Asignación universal por hijo. Política y cultura, (47), 143-164.

Sullivan, A. L., Farnsworth, E. M., & Susman-Stillman, A. (2018). Childcare type and quality among subsidy recipients with and without special needs. Infants and Young Children, 31(2), 109-127. https://doi.org/10.1097/IYC.0000000000000116

Tirenni, J. (2013). La política social argentina ante los desafíos de un Estado inclusivo (2003-2013). Revista Estado y Políticas Públicas, 1, 123-140.

Troller-Renfree, S. V., Costanzo, M. A., Duncan, G. J., Magnuson, K., Gennetian, L. A., Yoshikawa, H., ... & Noble, K. G. (2022). The impact of a poverty reduction intervention on infant brain activity. Proceedings of the National Academy of Sciences, 119(5), e2115649119. https://doi.org/10.1073/pnas.2115649119

Tronick, E. Z. (2003). Things still to be done on the still‐face effect. Infancy, 4(4), 475-482. https://doi.org/10.1207/S15327078IN0404_02

Tronick, E., Als, H., Adamson, L., Wise, S., & Brazelton, T. B. (1978). The infant's response to entrapment between contradictory messages in face-to-face interaction. Journal of the American Academy of Child psychiatry, 17(1), 1-13. https://doi.org/10.1016/S0002-7138(09)62273-1

Tuñón, I., Piñeiro, S. P., & Coll, A. (2017). La pobreza infantil en clave de derechos humanos y sociales. Definiciones, estimaciones y principales determinantes (2010-2014). Población & sociedad, 24(1), 101-133.

Waters, S. F., Boyce, W. T., Eskenazi, B., & Alkon, A. (2016). The impact of maternal depression and overcrowded housing on associations between autonomic nervous system reactivity and externalizing behavior problems in vulnerable Latino children. Psychophysiology, 53(1), 97-104. https://doi.org/10.1111/psyp.12539

Weinberg, M. K. & Tronick, E. Z. (1996). Infant affective reactions to the resumption of maternal interaction after the still‐face. Child Development, 67(3), 905-914. https://doi.org/10.1111/j.1467-8624.1996.tb01772.x

Weinberg, M. K., Beeghly, M., & Olson, K. L. (2008). A still-face paradigm for young children: 2½ year-olds’ reactions to maternal unavailability during the still-face. The Journal of Developmental Processes, 3(1), 4-17.

Weinberg, M. K., Beeghly, M., & Tronick, E. Z. (2003). Child and Caregiver Mutual Regulation (CCMR) Scoring System: Manual for scoring preschoolers’ self-regulatory, social, and affective behavior during the maternal still-face and other contexts. Harvard Medical School & Children’s Hospital.

West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables: problems and remedies. En R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications, (pp. 56-75). SAGE.

Published

2022-04-20

How to Cite

Gago Galvagno, L. G., Elgier, A. M., & Azzollini, S. C. (2022). The universal child allowance and its relations with emotion regulation in early childhood. A behavioral study. Ciencias Psicológicas, 16(1), e-2629. https://doi.org/10.22235/cp.v16i1.2629

Issue

Section

ORIGINAL ARTICLES

Similar Articles

> >> 

You may also start an advanced similarity search for this article.