Childcare arrangements, family cognitive stimulation, and early academic skills among young children in China: a latent transition analysis

This study examined how childcare arrangements and family cognitive stimulation combine and change over time, and how these patterns relate to young children’s later academic skills. Using data from 750 children in the China Family Panel Studies (2018, 2020, and 2022), latent transition analysis identified four patterns: grandparent-high stimulation, grandparent-low stimulation, parent-low stimulation, and parent-high stimulation. The parent-high stimulation group showed the highest stability, followed by the grandparent-low stimulation group, whereas the grandparent-high stimulation and parent-low stimulation groups were less stable and more likely to transition to the parent-high stimulation group. Child age, urban residence, household income, and only-child status predicted transitions. Children in high-stimulation groups showed stronger later mathematical and reading skills than those in low-stimulation groups. Later mathematical and reading skills also differed between some cognitive stimulation pathways within parental care. The findings highlight dynamic caregiving contexts and inform targeted parenting support for parents and grandparents.