Beyond Childcare: Changes in the Amount and Types of Parent-Child Time over Three Decades
Bibliographic record
Abstract
Parents’ time with children has increased over the past several decades, according to many scholars. Yet, research predominantly focuses on childcare activities, overlooking the majority of time parents spend with children. Using time diaries from the 1986-2015 Canadian General Social Survey, we examine trends in the quantity and distribution of parents’ childcare time and total contact time in the company of children, as well as the behavioral or compositional drivers of these trends. Contact time with children increased sharply since the mid-1980s, by 1 hour per day for fathers and 1.5 hours for mothers. This rise was driven not only by childcare activities but also parents’ time in housework and mothers’ time in leisure with children present. Decomposition analyses indicate that changes in parenting behavior primarily explain these increases in contact time. This study expands knowledge on intensive parenting through a more comprehensive understanding of parents’ daily lives with children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".