| The aim of this dissertation research was to describe young children's activity participation, factors associated with variations in patterns of participation, and ways in which activity participation may influence children's development. The first two objectives were examined using a large, national database of children's time use. The time the children spent in various activities was analyzed using cluster analysis to identify clusters of children who displayed similar patterns of activity participation. The seven resulting activity clusters were then differentiated based upon the time the children spent engaged with others (parents, siblings, peers, alone). Finally, a set of demographic and ecocultural variables were examined for their relationship with the activity clusters. A number of variables, including child age, family socioeconomic status, family size, family structure, and educational expectations, were significant predictors of activity cluster membership.;The final objective of this dissertation study was to evaluate the relationship between activity participation in relation to children's developmental outcomes. In young children, developmental outcomes are particularly important in preparation for formal schooling. A literature review was undertaken to evaluate the evidence on the relationship between young children's participation in a variety of activities and developmental outcomes relevant to school preparation, including motor development, socio-emotional development, learning approaches (paying attention, following directions), language development, and cognition. Activities investigated included reading, learning activities, play, social activities, electronic media, and "other" activities such as household tasks and receiving care. Available evidence supported a relationship between participation in literacy and learning activities, creative play, constructive play, and educational television, and the outcomes of language development and cognition. Additional research is necessary to address other outcomes important to school readiness, including motor development learning approaches, and social development. Future research should also examine the potential contribution of activities such as household tasks, social activities, and community activities to the development of school readiness. |
