Cord blood, umbilical cord, placenta samples, meconium and hair samples were collected.

Details of the delivery and birth outcomes were recorded from the medical chart.

Detailed sociodemographic, psychosocial, and nutritional information was collected through questionnaires that were administered to the parent.

An infant feeding and nutrition questionnaire was completed by interview to assess the initiation, duration and exclusivity of breast feeding and the age of introduction of complementary foods. Information about vaccinations, health problems, medication use and hospitalizations was also collected as well as an assessment of the mother and the father’s relationship with the baby.

A standardized growth assessment was done, which included weight, height, arm length, back and arm skinfold thickness, crown-rump length, and head, arm and waist circumference. Visual, auditory and electrophysiological testing was also done.

Detailed sociodemographic, psychosocial, and nutritional information was collected through questionnaires that were administered to the parent.

An infant feeding and nutrition questionnaire was completed by interview to assess the initiation, duration and exclusivity of breast feeding and the age of introduction of complementary foods. Information about health problems, hospitalizations, medication use, sleep pattern, environmental exposures, and child care was also collected as well as an assessment of the mother and the father’s relationship with the child.

Child behaviour and temperament, neurodevelopment, sensory profile, and language development were assessed.

A standardized growth assessment was done, which included weight, height, arm length, back and arm skinfold thickness, crown-rump length, and head, arm and waist circumference.

Detailed sociodemographic, psychosocial, and nutritional information was collected through questionnaires that were administered to the parent.

An infant food diary was also completed over 3 days. Information about health problems, special education services, injuries, hospitalizations, medication use, environmental exposures, child care, and language exposure was also collected as well as an assessment of the mother and the father’s relationship with the child.

Child behaviour and temperament, neurodevelopment, sensory profile, and language development were assessed. Electrophysiological testing was done.

A standardized growth assessment was done, which included weight, height, arm length, back and arm skinfold thickness, crown-rump length, and head, arm and waist circumference.

Blood and urine samples were collected.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were prekindergarten in the spring of 2017 and in the spring of 2018 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, daycare and preschool); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Age-sensitive cognitive assessments of memory, visuo-spatial integration, executive function, theory of mind, emotion comprehension, school readiness, language development, and motor development were performed during home visits. Multiple cognitive tasks were administered: Dimensional Change Card Sort (DCCS), Random Object Span Task (ROST), Go/No-Go task, Digit Span, Block Design, Number Knowledge Test (NKT) Adapted, Lollipop, Beery visual-motor integration (VMI), Test of Emotion Comprehension (TEC), Theory of Mind, Peabody Picture Vocabulary Test (PPVT). A number-to-image matching activity called Mystero was performed with a parent, which was filmed in order to code dyadic interactions. Cardiovascular and anthropometric measurements were taken and included heart rate, blood pressure, skinfold thickness, height, waist and weight. Salivary samples were collected to assess cortisol levels in a subsample of cohorts 2 and 3.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4 and 3 years old respectively in September 2016 and were in kindergarten in spring of 2017, 2018 and 2019 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Age-sensitive cognitive assessments of memory, visuo-spatial integration, executive function, theory of mind, emotion comprehension, school readiness, language development, and motor development were performed during home visits. Multiple cognitive tasks were administered: Dimensional Change Card Sort (DCCS), Random Object Span Task (ROST), Go/No-Go task, Digit Span, Block Design, Number Knowledge Test (NKT) Adapted, Lollipop, Beery visual-motor integration (VMI), Test of Emotion Comprehension (TEC), Theory of Mind, Peabody Picture Vocabulary Test (PPVT). A number-to-image matching activity called Mystero was performed with a parent, which was filmed in order to code dyadic interactions. Cardiovascular and anthropometric measurements were taken and included heart rate, blood pressure, skinfold thickness, height, waist and weight. Salivary samples were collected to assess cortisol levels in a subsample of cohorts 2 and 3.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were in kindergarten in the fall of 2017 and of 2018 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Salivary samples were collected to assess cortisol levels in a subsample of cohorts 2 and 3.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the fall of 2017, 2018 and 2019 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Salivary samples were collected to assess cortisol levels in a subsample of cohorts 2 and 3.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the spring of 2018, 2019 and 2020 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Additional information on stress, physical and mental health; social interactions and support; and challenges faced in the schooling context including challenges faced by the teachers, and support for home schooling was also collected using a COVID-19 survey. Age-sensitive cognitive assessments of memory, visuo-spatial integration, executive function, theory of mind, emotion comprehension, language development, and motor development were performed during home visits. Multiple cognitive tasks were administered: Dimensional Change Card Sort (DCCS) - Advanced, Random Object Span Task (ROST), Digit Span, Block Design, Number Knowledge Test (NKT) Adapted, Reading test (K-ABC), Test of Emotion Comprehension (TEC), Theory of Mind, Peabody Picture Vocabulary Test (PPVT). Cardiovascular and anthropometric measurements were taken and included heart rate, blood pressure, skinfold thickness, height, waist and weight.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 2 in the spring of 2019, 2020 and 2021 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Additional information on parent and child stress, physical and mental health; social interactions and support; and challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohorts 1 and 2 when children were 5 and 4 years old respectively in September 2016 and in grade 3 in the spring of 2020 and 2021 respectively as well. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Additional information on parent and child stress, physical and mental health; social interactions and support; and challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling were also collected using a COVID-19 survey.

Information was collected in cohort 1 when children were 5 years old in September 2016 and in grade 4 in the spring 2021. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Additional information on parent and child stress, physical and mental health; social interactions and support; and challenges faced in the schooling context including communications between schooling authorities and parents, challenges faced by the teachers, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohort 1 when children were 5 years old in September 2016 and in grade 5 in the spring 2022. Information about child (mental health, academic skills and physical health and habits, social network, child care); family (parent-child relationship, home lifestyle); and school (classroom-level and school-family collaboration) characteristics was collected from questionnaires. Additional information on parent and child stress, physical and mental health; social interactions and support; and challenges faced in the schooling context including communications between schooling authorities and parents, challenges faced by the teachers, and support for home schooling was also collected using a COVID-19 survey.

Permanent student code is requested, and information is collected on support of non-parental adults, gender-related attitudes and behaviors, language exposure and use, schooling, parent health, adolescent health and life habits, personality, physical activity and leisure, relationships with parents, screen and media use, thoughts and feelings, and pubertal development. Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Behavior during cognitive tasks is observed, and performance is assessed using standardized tests including Block Design, Digit Span, and the Peabody Picture Vocabulary Test. Anthropometric measures include weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure. A hair sample is collected for hormonal analyses (cortisol, cortisone, testosterone, progesterone, DHEA, and estradiol). The quality and quantity of stimulation and support in the home environment is assessed using the HOME Inventory (Home Observation for Measurement of the Environment).

Permanent student code is requested, and schooling, personality traits, relationships with parents and peers, health and lifestyle habits, and support from non-parental adults are assessed through questionnaires. Information on pubertal development, sleep habits, sensitivity to sensory and environmental changes, and gender-related behaviors and attitudes is also collected. Weight, height, waist and hip circumference, body fat percentage, foot length, head circumference, and blood pressure are measured. A hair sample is collected for hormonal analyses. Home environment is assessed using the HOME observational inventory.

Permanent student code is requested, and information on schooling, temperament and personality, self-esteem and well-being, screen and social media use, time spent with friends, relationships with parents, and presence of supportive adults is collected. Information on pubertal development, sleep habits, sensitivity to sensory and environmental changes, and gender-related behaviors and attitudes is also collected. Weight, height, waist and hip circumference, body fat percentage, foot length, head circumference, and blood pressure are measured. A hair sample is collected for hormonal analyses. Home environment is assessed using the HOME observational inventory.

Gender-related attitudes and behaviors, schooling, self-perceptions, personality, relationships with parents, screen and media use, health and lifestyle habits, and parental perceived stress and social resources are assessed. Information is collected on pacemaker usage, general health status, physical activity, eating habits, sleep habits, and hair-related factors. Additional data are collected on the child’s health care use, pubertal development, sensitivity to sensory and environmental change, and the presence of supportive non-parental adults. A gender-related behavior scale is administered conditionally by sex. Behavioral performance during cognitive tasks is observed and assessed using standardized tests, including Block Design, Digit Span, and the Peabody Picture Vocabulary Test. Anthropometric measures include weight, height, waist and hip circumference, head circumference, body fat percentage, foot size, and blood pressure. A hair sample is collected for hormonal analyses, and the quality and quantity of stimulation and support in the home environment are evaluated using the HOME Inventory (Home Observation for Measurement of the Environment).

Supportive non-parental adults, gender-related attitudes and behaviors, language exposure and use, schooling, health and life habits, personality, physical activity, relationships with parents, screen and media use, and thoughts and feelings are assessed. Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data on pubertal development, socio-emotional sensitivity, and gender identity items are also collected. Behavior during cognitive tasks is observed, and performance is assessed using standardized tests including Block Design, Digit Span, and the Peabody Picture Vocabulary Test. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The quality and quantity of stimulation and support in the home environment is assessed using the HOME Inventory (Home Observation for Measurement of the Environment).

Gender-related attitudes and behaviors, schooling, self-perceptions, health and life habits, personality, relationships with parents, and thoughts and feelings are assessed. Information on schooling, temperament and personality, intolerance of uncertainty, self-esteem and well-being, relationships with parents, screen and social media use and perceived impacts, and health and life habits including eating attitudes an behaviors are also collected. Additional data on pubertal development, sensory sensitivity, and eating and weight concerns are included. Weight, height, waist and hip circumference, body fat percentage, foot length, head circumference, and blood pressure are measured. A hair sample is collected for hormonal analyses. Home environment is assessed using the HOME observational inventory.

Support of non-parental adults, gender-related attitudes and behaviors, language exposure and use, schooling, behaviors, health and life habits, personality, relationships with parents, screen and media use, thoughts and feelings, and parental stress and social resources are assessed. Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data on pubertal development are also collected. Cognitive functioning is assessed with standardized tasks measuring inhibitory control, reward sensitivity, working memory, decision-making under uncertainty, and cognitive flexibility, including the Go/no-go passive avoidance learning paradigm, Iowa Gambling Task, Self-Ordered Pointing task, Effort-Expenditure for Reward Task, Kirby delay discounting task, Newman Card Playing Task, and Spatial Conditional Association Task. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available in home environment through direct observation and caregiver interviews.

Support of non-parental adults, gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, relationships with parents, screen and media use, thoughts and feelings, and parental stress and social resources are assessed. Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data on pubertal development, sensory sensitivity, and gender-typed behaviors assessed for boys only are also collected. Executive function, memory, and decision-making are measured through standardized tasks including Block Design, Digit Span, Go/no-go passive avoidance learning paradigm, Iowa Gambling Task, Self-Ordered Pointing task, Effort-expenditure for reward task, Kirby delay discounting task, and One Touch Stockings of Cambridge. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available in home environment through direct observation and caregiver interviews.

Support of non-parental adults, parent health, gender-related attitudes and behaviors, language exposure and use, schooling, health and life habits, personality, physical activity and leisure, relationships with parents, screen use, media habits, and emotional well-being are assessed. Information is also collected on general health, sleep, physical activity, diet, and hair-related factors (including pacemaker use). Additional information on health-care use, hospitalizations and day surgery, prescribed asthma and ADHD medications, stressful events, and pubertal development is collected. Cognitive functioning is assessed using the Block Design task, the Digit Span task, and the Peabody Picture Vocabulary Test, capturing visuospatial reasoning, working memory, and receptive vocabulary. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support in the home environment. Student permanent code is also recorded to enable linkage with school records.

Information is collected on gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, physical activity and leisure, relationships with parents, screen and media use, and sexual orientation. Parental perceived stress and social resources are also assessed. Information is also collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data are collected on long-term diagnosed and suspected conditions, functional limitations, days missed for illness, health-care use, hospitalizations and day surgery, prescribed asthma and ADHD medications, sleep duration and timing, daytime sleepiness, nightmares, the presence of supportive non-parental adults, and sensory sensitivity. Cognitive functioning is assessed through Block Design, Digit Span, Go/no-go passive avoidance learning paradigm, Iowa Gambling Task, Self-Ordered Pointing, Effort-expenditure for reward task, Kirby delay discounting task, and the One Touch Stockings of Cambridge. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews. Student permanent code is also recorded to enable linkage with ministerial exam results.

Information is collected on support of non-parental adults, gender-related attitudes and behaviors, language exposure and use, schooling, behaviors, health and life habits, personality, relationships with parents, screen and media use, thoughts and feelings, and parental perceived stress and social resources. Information is also collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data are collected on long-term diagnosed and suspected conditions, functional limitations, days missed for illness, health-care use, hospitalizations and day surgery, prescribed asthma and ADHD medications, externalizing and internalizing behaviors, prosocial and social-cognition behaviors, puberty indicators, sleep duration and timing, daytime sleepiness, nightmares, and schooling absences. Cognitive functioning is assessed using a series of standardized tasks designed to capture executive function, reward processing, learning, and memory. These tasks include the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task , the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, the Newman Card Playing Task, and the Spatial Conditional Association Task. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews. Permanent student code is recorded to enable linkage with ministerial exam results.

Information is collected on gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, relationships with parents, screen and media use, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Information is also collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data are collected on long-term diagnosed conditions, days missed for illness, health-care use across providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, pubertal status, sleep duration and timing, daytime sleepiness, nightmares, sensory sensitivity, the presence of supportive non-parental adults, and schooling history including grade repetition, breaks from school, school changes, language of instruction, absences, and overall school performance. Memory, executive functions, and decision-making are assessed through standardized tasks measuring visuospatial reasoning, working memory, inhibitory control, planning and problem-solving, reward sensitivity, and decision-making under uncertainty. These include the Block Design task, Digit Span task, Go/no-go passive avoidance learning paradigm, Iowa Gambling Task, Self-Ordered Pointing task, Effort-expenditure for reward task, Kirby delay discounting task, and One Touch Stockings of Cambridge. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews. Permanent student code is recorded to enable linkage with ministerial exam results.

Information is collected on gender-related attitudes and behaviors, language exposure and use, schooling, behaviors, health and life habits, personality, relationships with parents, screen and media use, sexual orientation, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data are collected on long-term diagnosed conditions, parent-suspected physical or mental conditions, days missed for illness, use of health-care providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, major stressful events, schooling history, the presence of supportive non-parental adults, and the child’s exposure to violence at home. Executive function, decision-making, learning, and memory are assessed. These domains are measured through tasks evaluating inhibitory control, reward sensitivity, decision-making under uncertainty, associative learning, and working memory, including the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, the Newman Card Playing Task, and the Spatial Conditional Association Task. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support through direct observation and caregiver interviews. Student permanent code is recorded to enable linkage with ministerial exam results.

Information is collected on gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, physical activity and leisure, relationships with parents, screen and media use, sexual orientation, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Information is also collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Cognitive functioning is assessed across multiple domains, including visuospatial reasoning, working memory, inhibitory control, planning and problem-solving, decision-making under uncertainty, reward sensitivity, and cognitive flexibility. Standardized tasks include the Block Design, Digit Span, Go/no-go passive avoidance learning paradigm, Iowa Gambling Task, Self-Ordered Pointing, Effort-expenditure for reward, Kirby delay discounting, and One Touch Stockings of Cambridge. Additional data are collected on long-term diagnosed conditions, functional limitations, parent-suspected physical or mental health problems, days missed for illness, health-care use across providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, sleep duration and timing, daytime sleepiness, nightmares, sensory sensitivity, and the presence of supportive non-parental adults. Schooling information includes school type and name, current grade, school changes, language of instruction, absences, overall performance, homework checking, parental importance placed on grades, and school climate. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support through direct observation and caregiver interviews. Student permanent code is also recorded to enable linkage with ministerial exam results.

Information is collected on support of non-parental adults, gender-related attitudes and behaviors, language exposure and use, schooling, behaviors, health and life habits, personality, relationships with parents, screen and media use, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Information is also collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Additional data are collected on long-term diagnosed conditions, parent-suspected physical or mental conditions, days missed for illness, health-care use across providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, major stressful events, sleep duration and timing, daytime sleepiness, nightmares, schooling history, detailed language environment and proficiency (including age at exposure to French, English, or other languages, continuity of exposure, conversational ability, use of languages in media and reading, and comfort across languages), conduct problems, relational and physical aggression, rule-breaking and vandalism, cruelty to animals, impulsivity, inattention and hyperactivity, peer relations, mood, energy and enjoyment, self-worth, and prosocial skills. Cognitive functioning is assessed using standardized tasks including the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, the Newman Card Playing Task, and the Spatial Conditional Association Task, which together provide information on inhibitory control, decision-making under uncertainty, reward sensitivity, associative learning, and working memory. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews. Permanent student code is also recorded to enable linkage with ministerial exam results.

Information is collected on gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, relationships with parents, screen and media use, sexual orientation, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Additional data are collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Further information is collected on long-term diagnosed conditions, parent-suspected physical or mental conditions, days missed for illness, use of health-care providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, the presence of supportive non-parental adults, and eating and weight concerns and related behaviors. Schooling information includes school type and name, current grade, school changes, residential moves, language of instruction, absences, overall performance, and homework checking at home. Cognitive functioning is assessed using the Block Design task, the Digit Span task, and the Peabody Picture Vocabulary Test, along with more complex measures such as the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, and the One Touch Stockings of Cambridge. Together, these tasks assess visuospatial reasoning, working memory, receptive vocabulary, inhibitory control, decision-making under uncertainty, planning and problem-solving, reward sensitivity, and cognitive flexibility. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews. Permanent student code is also recorded to enable linkage with ministerial exam results.

Information is collected on gender-related attitudes and behaviors, language exposure and use, schooling, behaviors, health and life habits, personality, relationships with parents, screen and media use, sexual orientation, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Additional data is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Further information is collected on long-term diagnosed conditions, parent-suspected physical or mental conditions, days missed for illness, use of health-care providers, hospitalizations and day surgery, prescribed asthma and ADHD medications, major stressful events, sleep duration and timing, daytime sleepiness, nightmares, and the presence of supportive non-parental adults. Schooling history and school-related practices are also assessed. Cognitive functioning is assessed through the Block Design task, the Digit Span task, and the Peabody Picture Vocabulary Test, as well as advanced measures such as the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, the Newman Card Playing Task, and the Spatial Conditional Association Task. Together, these tasks provide detailed information on visuospatial reasoning, working memory, receptive vocabulary, inhibitory control, decision-making under uncertainty, reward sensitivity, associative learning, and cognitive flexibility. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews.

Information is collected on gender-related attitudes and behaviors, schooling, self-perceptions, behaviors, health and life habits, personality, physical activity and leisure, relationships with parents, screen and media use, sexual orientation, and thoughts and feelings. Parental perceived stress and social resources are also assessed. Additionnal data are collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Cognitive functioning is assessed using standardized tasks such as the Block Design task, the Digit Span task, the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, and the One Touch Stockings of Cambridge. These tasks together provide information on visuospatial reasoning, working memory, inhibitory control, decision-making under uncertainty, planning and problem-solving, reward sensitivity, and cognitive flexibility. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews.

Information is collected on pacemaker usage, general health status, sleep habits, physical activity, eating habits, and hair-related factors. Cognitive functioning is assessed through the Block Design task, the Digit Span task, and the Peabody Picture Vocabulary Test, along with other measures such as the Go/no-go passive avoidance learning paradigm, the Iowa Gambling Task, the Self-Ordered Pointing task, the Effort-expenditure for reward task, the Kirby delay discounting task, the Newman Card Playing Task, and the Spatial Conditional Association Task. Together, these tasks provide detailed information on visuospatial reasoning, working memory, receptive vocabulary, inhibitory control, decision-making under uncertainty, reward sensitivity, associative learning, and cognitive flexibility. Weight, height, waist circumference, hip circumference, head circumference, body fat percentage, foot size, and blood pressure are measured. A hair sample is collected for hormonal analyses. The HOME Inventory (Home Observation for Measurement of the Environment) is used to evaluate the quality and quantity of stimulation and support available through direct observation and caregiver interviews.

Maternal demographics, mental health, lifestyle, medical history, and psychosocial measures were assessed through questionnaires.

Anthropometric measurements were taken and obstetrical ultrasound parameters were collected from examinations performed as part of routine prenatal care.

Maternal blood, vaginal swabs, and urine samples were also collected.

Data on the use of prescription drugs, over-the-counter medications, and nutritional supplements were collected through maternal medication logs.

Maternal demographics, mental health, lifestyle, medical history, and psychosocial measures were assessed through questionnaires.

Nutritional exposures were assessed using a 3-day maternal food diary.

Anthropometric measurements were taken and obstetrical ultrasound parameters were collected from examinations performed as part of routine prenatal care.

Maternal blood, vaginal swabs, and urine samples were collected.

Data on the use of prescription drugs, over-the-counter medications, and nutritional supplements were collected through maternal medication logs.

Maternal demographics, mental health, lifestyle, medical history, and psychosocial measures were assessed through questionnaires.

Anthropometric measurements were taken and obstetrical ultrasound parameters were collected from examinations performed as part of routine prenatal care.

Maternal blood, urine and toenail samples were also collected.

Data on the use of prescription drugs, over-the-counter medications, and nutritional supplements were collected through maternal medication logs.

Information about environmental exposures (such as use of hair and nail care products, makeup, skincare products, sunscreen and fragrances) and food insecurity was collected through questionnaires.

Blood, maternal hair and placenta samples were also collected.

Details of the delivery and birth outcomes were recorded from the medical chart.

Data on the use of prescription drugs, over-the-counter medications, and nutritional supplements were collected through maternal medication logs.

Maternal demographics, mental health, lifestyle, medical history, and psychosocial measures were assessed through questionnaires.

Maternal demographics, mental health, lifestyle, medical history, and psychosocial measures were assessed through questionnaires.

Maternal demographics, mental health, life style, medical history, and psychosocial measures were assessed through questionnaires.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were prekindergarten in the spring of 2017 and in the spring of 2018 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. During the home visit, a number-to-image matching activity called Mystero was performed with a parent and filmed to code dyadic interactions. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4 and 3 years old respectively in September 2016 and were in kindergarten in spring of 2017, 2018 and 2019 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. During the home visit, a number-to-image matching activity called Mystero was performed with a parent and filmed to code dyadic interactions. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were in kindergarten in the fall of 2017 and of 2018 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the fall of 2017, 2018 and 2019 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the spring of 2018, 2019 and 2020 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 2 in the spring of 2019, 2020 and 2021 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress, physical and mental health; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohorts 1 and 2 when children were 5 and 4 years old respectively in September 2016 and in grade 3 in the spring of 2020 and 2021 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress, physical and mental health; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohort 1 when children were 5 years old in September 2016 and in grade 4 in the spring 2021. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress, physical and mental health; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected for cohort 1 when children were 5 years old in September 2016 and in grade 5 in the spring of 2022. Data on family life, parental health and well-being, parenting practices, and the child’s adaptation to school and social environments were collected through an online questionnaire completed by one parent.

Information is collected on parents’ and partners’ education participation, past year life events, and health behaviors such as tobacco, alcohol, and non-prescribed drug or medication use. Parenting experiences are assessed, including satisfaction, stress, perceived burden, and parenting practices.

Education participation (past and current for themselves and their partner), past year life events, health behaviors, eating habits and attitudes toward food, social relationships, perceived stress, and role and experiences as parents are assessed.

Education participation (past and current for themselves and their partner), past year life events, health behaviors, eating habits and attitudes toward food, social relationships, perceived stress, and role and experiences as parents are assessed.

Information is collected on household financial resources, employment and education of the parent and partner. Health and health behaviors, and disordered-eating indicators are assessed. Couple relationship quality and partner support, family functioning, and shared parent-child activities are assessed, along with parental social support and intolerance of uncertainty. Parenting is measured via parenting style and practices.

Information is collected on parent and partner education participation. Life events, health behaviors, and social resources and attitudes including coping strategies under stress and intolerance of uncertainty is collected. Parenting is measured via parenting practices and parenting satisfaction and burden.

Information is collected on parent and partner education participation, life events, health behaviors, parental health and activity limitations, social resources and well-being, personality and temperament, and attitudes. Parenting is also measured via parenting styles and parenting practices.

Information is collected on household economic changes, parent and partner employment and education participation in the past year, and major life events. Parental psychosocial measures are taken, including perceived stress, social resources and well-being and personality, and parenting, both styles and day-to-day practices, as well as frequency of shared parent-child activities.

Information is collected on household financial resources, parent and partner employment and education participation in the past year, and major life events. Family context such as couple relationship quality and partner support, family functioning, frequency of shared parent-child activities, social resources, and parenting is assessed. Parental health behaviors and well-being are also assessed.

Information is collected on household economic changes, parent and partner employment and education participation in the past year, major life events, and parental health behaviors. Parental coping strategies under stress and gender identity items are also assessed. Parenting is measured via parenting practices and parenting satisfaction and burden.

Information is collected on parental and partner school enrollment in the past year, major life events, time spent with the child, parental social resources, parenting styles and practices, and parenting satisfaction and burden. Parent health is measured, along with eating and weight concerns and related behaviors.

Information is collected on parental and partner school enrollment in the past year, major life events, time spent with the child, parental social resources, parenting styles and practices, and parenting satisfaction and burden. Parent health, and perceived stress are assessed.

Information is collected on household income, economic changes, and difficulties paying for essentials. Family and social context are measured. Parenting styles, attitudes, monitoring, and responses to misbehavior are recorded, along with the child’s exposure to violence in media and home. Parenting satisfaction and burden and major life events are captured. Self-rated health, chronic conditions and functional limitations, smoking, alcohol use, non-prescribed drug use, and eating and weight concerns and related behaviors are assessed. Gender-typed behaviors and preferences are assessed with sex-specific item sets.

Information is collected on household income, economic changes, and difficulties paying for essentials. Employment is recorded, and partner’s work and school status are assessed. Family and social context are measured. Parenting practices, monitoring, and responses to misbehavior are documented, along with the child’s exposure to violence at home. Parent health is assessed and includes depressive symptoms and history of depressive episodes, including timing relative to the child’s life.

Information is collected on parental and partner school enrollment over the past year and relationship to the study child. Parent social resources are assessed. Parenting styles, attitudes, monitoring, and responses to misbehavior are recorded, along with time spent with the child, the child’s exposure to violence in media and at home, and parenting satisfaction and burden. Parent health is measured with self-rated health, chronic conditions, and functional limitations. Eating and weight concerns and related behaviors are assessed.

Information is collected on relationship with child and parental and partner school enrollment in the past year. Parent stress over the past month is measured. Family time together is recorded. Parent health is assessed via self-rated health, chronic conditions, and functional limitations across home, work and school, other activities, and child care.

Information is collected on the parent’s relationship with child and parent and partner school enrollement in during the past year. Parents also rate the value they place on good grades and perceptions of school climate. Parenting practices and monitoring are measured. Typical responses to child misbehavior, knowledge of the child’s friends, monitoring of outings and permissions, peers in trouble, and the child’s exposure to violent media and to violence at home are recorded. Major family life events over the past 12 months are captured. Parent health, self-rated health, chronic conditions, and functional limitations at home, work and school, other activities, and child care are assessed.

Information is collected on household finances, parent employment and schooling, as well as benefits when not employed. Partner’s work and school status and reasons for part-time work, multiple jobs, or not working is also recorded. Knowledge of the child’s friends, monitoring of outings and permissions, peers who get into trouble, and the child’s exposure to violent media and to violence at home are recorded. Family context information is collected, including relationship status and perceived happiness and satisfaction, partner support, family functioning, and the frequency of shared parent-child activities. Major life events over the past year and their perceived negativity and tension are captured. Parent health, self-rated health, chronic conditions, and functional limitations at home, school and work, other activities, and child care are assessed. Depressive symptoms are assessed, along with lifetime episodes of two or more weeks and episodes since the child’s birth.

Parenting is profiled through attitudes and styles, along with parenting satisfaction and burden. Family and social context are measured via perceived social resources and support, frequency of shared parent-child activities each week, major life events in the past year, relationship status and support from a partner, and overall family functioning. Parent health is assessed including self-rated health, long-term conditions, and functional limitations. Eating and weight concerns and related behaviors are also assessed.

Sociodemographic characteristics, history of children with congenital anomalies, medical history, smoking (first-hand), alcohol consumption, illicit drug use, employment status, and occupational environmental exposures were assessed through questionnaires.

Perceived stress, depression, anxiety disorders, self-esteem, quality marriage, marital strain, childhood, adolescence and adulthood, and food insecurity were assessed as well.

Blood and urine samples were collected .

Smoking (first-hand), alcohol consumption, and illicit drug use were assessed through questionnaires.

Perceived stress, depression, self-esteem, quality marriage, marital strain, childhood, adolescence and adulthood were assessed as well.

Smoking (first-hand), alcohol consumption, and illicit drug use were assessed through questionnaires.

Perceived stress, depression, quality marriage, and marital strain, were assessed as well.

Smoking (first-hand), alcohol consumption, and illicit drug use were assessed through questionnaires.

Perceived stress, depression, quality marriage, marital strain and food insecurity were assessed as well.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were prekindergarten in the spring of 2017 and in the spring of 2018 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4 and 3 years old respectively in September 2016 and were in kindergarten in spring of 2017, 2018 and 2019 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were in kindergarten in the fall of 2017 and of 2018 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the fall of 2017, 2018 and 2019 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the spring of 2018, 2019 and 2020 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey. A verbal IQ estimate was obtained during the home visit. Head circumference was measured during the home visit.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 2 in the spring of 2019, 2020 and 2021 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohorts 1 and 2 when children were 5 and 4 years old respectively in September 2016 and in grade 3 in the spring of 2020 and 2021 respectively as well. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohort 1 when children were 5 years old in September 2016 and in grade 4 in the spring 2021. Socio-demographics, mental and physical health, resources, parenting style, couple life, family life and lifestyle were assessed through questionnaires. Additional information on stress; social interactions and support; challenges faced in the schooling context including communications between schooling authorities and parents, and support for home schooling was also collected using a COVID-19 survey.

Information was collected for cohort 1 when children were 5 years old in September 2016 and in grade 5 in the spring of 2022. Data on family life, parental health and well-being, parenting practices, and the child’s adaptation to school and social environments were collected through an online questionnaire completed by one parent.

Information is collected on parents’ and partners’ education participation, past year life events, and health behaviors such as tobacco, alcohol, and non-prescribed drug or medication use. Parenting experiences are assessed, including satisfaction, stress, perceived burden, and parenting practices.

Education participation (past and current for themselves and their partner), past year life events, health behaviors, eating habits and attitudes toward food, social relationships, perceived stress, and role and experiences as parents are assessed.

Education participation (past and current for themselves and their partner), past year life events, health behaviors, eating habits and attitudes toward food, social relationships, perceived stress, and role and experiences as parents are assessed.

Information is collected on household financial resources, employment and education of the parent and partner. Health and health behaviors, and disordered-eating indicators are assessed. Couple relationship quality and partner support, family functioning, and shared parent-child activities are assessed, along with parental social support and intolerance of uncertainty. Parenting is measured via parenting style and practices.

Information is collected on parent and partner education participation. Life events, health behaviors, and social resources and attitudes including coping strategies under stress and intolerance of uncertainty is collected. Parenting is measured via parenting practices and parenting satisfaction and burden.

Information is collected on parent and partner education participation, life events, health behaviors, parental health and activity limitations, social resources and well-being, personality and temperament, and attitudes. Parenting is also measured via parenting styles and parenting practices.

Information is collected on household economic changes, parent and partner employment and education participation in the past year, and major life events. Parental psychosocial measures are taken, including perceived stress, social resources and well-being and personality, and parenting, both styles and day-to-day practices, as well as frequency of shared parent-child activities.

Information is collected on household financial resources, parent and partner employment and education participation in the past year, and major life events. Family context such as couple relationship quality and partner support, family functioning, frequency of shared parent-child activities, social resources, and parenting is assessed. Parental health behaviors and well-being are also assessed.

Information is collected on household economic changes, parent and partner employment and education participation in the past year, major life events, and parental health behaviors. Parental coping strategies under stress and gender identity items are also assessed. Parenting is measured via parenting practices and parenting satisfaction and burden.

Information is collected on parental and partner school enrollment in the past year, major life events, time spent with the child, parental social resources, parenting styles and practices, and parenting satisfaction and burden. Parent health is measured, along with eating and weight concerns and related behaviors.

Information is collected on parental and partner school enrollment in the past year, major life events, time spent with the child, parental social resources, parenting styles and practices, and parenting satisfaction and burden. Parent health, and perceived stress are assessed.

Information is collected on household income, economic changes, and difficulties paying for essentials. Family and social context are measured. Parenting styles, attitudes, monitoring, and responses to misbehavior are recorded, along with the child’s exposure to violence in media and home. Parenting satisfaction and burden and major life events are captured. Self-rated health, chronic conditions and functional limitations, smoking, alcohol use, non-prescribed drug use, and eating and weight concerns and related behaviors are assessed. Gender-typed behaviors and preferences are assessed with sex-specific item sets.

Information is collected on household income, economic changes, and difficulties paying for essentials. Employment is recorded, and partner’s work and school status are assessed. Family and social context are measured. Parenting practices, monitoring, and responses to misbehavior are documented, along with the child’s exposure to violence at home. Parent health is assessed and includes depressive symptoms and history of depressive episodes, including timing relative to the child’s life.

Information is collected on parental and partner school enrollment over the past year and relationship to the study child. Parent social resources are assessed. Parenting styles, attitudes, monitoring, and responses to misbehavior are recorded, along with time spent with the child, the child’s exposure to violence in media and at home, and parenting satisfaction and burden. Parent health is measured with self-rated health, chronic conditions, and functional limitations. Eating and weight concerns and related behaviors are assessed.

Information is collected on relationship with child and parental and partner school enrollment in the past year. Parent stress over the past month is measured. Family time together is recorded. Parent health is assessed via self-rated health, chronic conditions, and functional limitations across home, work and school, other activities, and child care.

Information is collected on the parent’s relationship with child and parent and partner school enrollement in during the past year. Parents also rate the value they place on good grades and perceptions of school climate. Parenting practices and monitoring are measured. Typical responses to child misbehavior, knowledge of the child’s friends, monitoring of outings and permissions, peers in trouble, and the child’s exposure to violent media and to violence at home are recorded. Major family life events over the past 12 months are captured. Parent health, self-rated health, chronic conditions, and functional limitations at home, work and school, other activities, and child care are assessed.

Information is collected on household finances, parent employment and schooling, as well as benefits when not employed. Partner’s work and school status and reasons for part-time work, multiple jobs, or not working is also recorded. Knowledge of the child’s friends, monitoring of outings and permissions, peers who get into trouble, and the child’s exposure to violent media and to violence at home are recorded. Family context information is collected, including relationship status and perceived happiness and satisfaction, partner support, family functioning, and the frequency of shared parent-child activities. Major life events over the past year and their perceived negativity and tension are captured. Parent health, self-rated health, chronic conditions, and functional limitations at home, school and work, other activities, and child care are assessed. Depressive symptoms are assessed, along with lifetime episodes of two or more weeks and episodes since the child’s birth.

Parenting is profiled through attitudes and styles, along with parenting satisfaction and burden. Family and social context are measured via perceived social resources and support, frequency of shared parent-child activities each week, major life events in the past year, relationship status and support from a partner, and overall family functioning. Parent health is assessed including self-rated health, long-term conditions, and functional limitations. Eating and weight concerns and related behaviors are also assessed.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were prekindergarten in the spring of 2017 and in the spring of 2018 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4 and 3 years old respectively in September 2016 and were in kindergarten in spring of 2017, 2018 and 2019 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected.

Information was collected in cohorts 2 and 3 when children were 4 and 3 years old respectively in September 2016 and were in kindergarten in the fall of 2017 and of 2018 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the fall of 2017, 2018 and 2019 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 1 in the spring of 2018, 2019 and 2020 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected. Additional information on challenges faced in the schooling context and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohorts 1, 2 and 3 when children were 5, 4, and 3 years old respectively in September 2016 and in grade 2 in the spring of 2019, 2020 and 2021 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected. Additional information on challenges faced in the schooling context and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohorts 1 and 2 when children were 5 and 4 years old respectively in September 2016 and in grade 3 in the spring of 2020 and 2021 respectively as well. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected. Additional information on challenges faced in the schooling context and support for home schooling was also collected using a COVID-19 survey.

Information was collected in cohort 1 when children were 5 years old in September 2016 and in grade 4 in the spring 2021. Information about self-efficacy, autonomy support, teaching structure, learning support, relation with child, characteristics, expertise, stability, teacher-child ratio was collected. Additional information on challenges faced in the schooling context and support for home schooling was also collected using a COVID-19 survey.