Cribsheet: A Data-Driven Guide to Better, More Relaxed Parenting, from Birth to Preschool

Oster delves into the debate surrounding early exposure to educational screen media, focusing on the popular Baby Einstein videos and the broader issue of the “TV habit.” Drawing on personal experiences and societal changes in screen media over the past 30 years, Oster examines the evolution from limited TV options in her childhood to the plethora of educational content available for today’s parents, including Baby Einstein and other educational iPad games.

The chapter critically explores the efficacy of Baby Einstein videos in promoting early learning, citing research studies that indicate limited success. Oster discusses a 2009 study using Baby Einstein’s “Baby Wordsworth” DVD, revealing that children who regularly watched it did not exhibit significant gains in vocabulary compared to a control group.

Contrary to the AAP’s recommendation against screen time for children under 18 months, Oster acknowledges the practical challenges parents face and the potential benefits of age-appropriate, high-quality programming for older children. The author addresses concern about the “TV habit” and its impact on cognitive development, referencing studies that link excessive TV watching in early childhood to lower test scores and issues like reduced executive function and increased obesity.

Moreover, Oster introduces the Bayesian statistical approach—a method for analyzing new data in light of previously existing information—to assess costs and benefits of screen time, emphasizing the importance of considering prior beliefs and the opportunity cost of time. The chapter encourages parents to navigate screen time judiciously, recognizing both its limitations and potential benefits in the context of overall child development.

In this chapter, Oster explores the fascinating area of language development in children, drawing from her personal experiences and research background. Oster recounts her own childhood, where her parents recorded her crib speech for language development research. This led to the creation of a book, 1989’s Narratives from the Crib, in which several scholars in fields from linguistics to psychoanalysis offer interpretations of the two-year-old Emily’s developing speech. The book was reprinted in 2006 with a foreword by Oster herself. In Cribsheet, she revisits the book again to compare her early language development with that of her own children, particularly her daughter, Penelope.

Oster explores the natural inclination of parents to compare their children’s language milestones and the common belief that boys are slower in language acquisition than girls. To assess language development, Oster introduces the MacArthur-Bates Communicative Development Inventory (MB-CDI), a standardized survey measuring vocabulary size.

Analyzing the survey data, she illustrates the distribution of words at different ages, revealing that language explosion occurs after 14 to 16 months. Gender differences emerge, with boys generally having fewer words than girls at various percentiles. Oster then addresses the crucial question: Does early language development predict long-term success?

Drawing on studies by Leslie Rescorla and others, she finds a correlation between delayed language development and slightly poorer outcomes, such as lower IQ scores, later in life. However, the predictive power is limited, with significant variation within each group. Oster concludes that while early language development is a natural focus for parental comparison, its predictive ability for later success is relatively poor. Early speech doesn’t guarantee later success, and late talkers typically catch up within a few years, emphasizing the complexity and variability in the relationship between early language development and future outcomes.

The chapter covers the topic of potty training, exploring the evolving trends and parental concerns associated with this developmental milestone. Oster begins by sharing anecdotes from her family, comparing her early potty training experience with her mother’s claims and her mother-in-law’s assertion that her husband was trained by 18 months. Recognizing the stress parents face in deciding when to initiate potty training, Oster conducted a survey among friends, family, and social media contacts, revealing a trend of later training in recent years.

She presents graphs illustrating the shift toward delayed training, speculating on possible reasons such as improved diaper quality and increased family income. Referring to a 2004 study published in the Journal of Pediatrics, Oster identifies three factors contributing to delayed training: later initiation, constipation issues, and children’s resistance to potty use. The author suggests that societal norms and peer pressure may influence the age at which parents begin potty training.

Moving on to methods, Oster distinguishes between parent-led, “endpoint-oriented” training and a more child-led, laissez-faire approach. She references the lack of conclusive evidence on the effectiveness of these methods, highlighting a 1977 study favoring a more intensive approach. Oster emphasizes the individuality of children, asserting that there might not be a one-size-fits-all method.

Additionally, Oster addresses common challenges like Stool Toileting Refusal (STR) and nighttime dryness, offering insights into these issues. She briefly mentions Elimination Communication, a method where parents eschew diapers altogether, instead learning to recognize signs of a child needing to use the toilet from infancy.

Oster concludes that potty training is a personal choice influenced by family dynamics and individual child characteristics, with no clear evidence linking early training to long-term outcomes. Throughout the chapter, she combines personal anecdotes, survey data, and research studies to provide a comprehensive exploration of the complexities surrounding potty training decisions for parents.

Oster explores the topic of toddler discipline, drawing on personal experiences and anecdotes to shed light on effective parenting strategies. Oster highlights the inherent differences among children, emphasizing that discipline should be tailored to the individual needs of each child. She narrates how her mother’s approach, successful with her, failed when applied to her brother, reinforcing the idea that there is no one-size-fits-all approach to parenting.

Oster reflects on her own parenting experiences, expressing surprise at the intensity of tantrums exhibited by her son compared to her daughter’s calm demeanor. The chapter explores prescriptive interventions for disciplining toddlers, such as those found Thomas Phelan’s 1-2-3 Magic series, Carolyn Webster-Stratton’s The Incredible Years, and the Positive Parenting Program (Triple P).

Oster stresses the importance of recognizing that children are not adults, advocating against expecting reasoned discussions to curb toddler misbehavior. Central to these interventions is the avoidance of parental anger, emphasizing the need for self-discipline on the part of the parent.

Oster discusses the effectiveness of these programs based on randomized controlled trials, citing a study on the positive outcomes of 1-2-3 Magic. She contrasts these approaches with the controversial topic of spanking, expressing strong disapproval of this practice and citing studies that link spanking to negative long-term impacts on behavior. Oster concludes by asserting that effective discipline should focus on teaching children to be responsible, productive adults rather than resorting to physical punishment.

In this chapter, the focus shifts to early childhood education, particularly for two- and three-year-old children. Oster explores questions about the effectiveness of reading to young children, the possibility of teaching preschoolers to read, and the types of preschool environments.

The chapter emphasizes the benefits of reading to children, citing studies that connect early exposure to books with improved reading performance later in life. While acknowledging the correlation between reading and socioeconomic factors, Oster suggests that reading to children can have positive effects on their behavior, as indicated by a study promoting positive parenting through video programs. The chapter delves into the cognitive effects of reading, citing a study that used functional MRI scans to show increased brain activation in areas associated with narrative processing and imagery in children who were read to more frequently.

Regarding the debate on teaching preschoolers to read, Oster discusses a lack of conclusive evidence on the efficacy of programs claiming to teach babies to read using flashcards and DVDs. The narrative underscores that while some four-year-old children can be taught letter sounds and early phonics, there is limited information on whether the same methods can be applied to two- or three-year-old children.

When transitioning to preschool, Oster notes evidence suggesting that some preschool exposure around ages two or three can improve a child’s ease of transitioning to school. The chapter also touches on the types of preschool philosophies, such as Montessori, Reggio Emilia, and Waldorf, but points out a lack of comprehensive evidence on their relative effectiveness.

Oster suggests that the best type of preschool may vary by the individual child, making it challenging to determine a one-size-fits-all approach based on existing studies. Overall, the chapter provides a critical exploration of early childhood education, highlighting the need for more research to guide parents in making evidence-based decisions about their child’s educational experiences.