共查询到20条相似文献，搜索用时 372 毫秒
1.
《Early childhood research quarterly》2000,15(3):413-428
Parent-caregiver communication, particularly concerning the behavior and experiences of the child, is a means of linking the home and child-care contexts of the child’s experience and enriching the caregiver’s and parent’s capacity to provide supportive and sensitive care of the child. The Parent-Caregiver Partnership Scale was administered to 53 mothers of 3-year-old children and to the children’s primary caregivers in child-care centers (n = 20) and less formal child-care settings (n = 33) to examine relations of mother-caregiver communication about the child to the quality of caregiver-child and mother-child interactions. More communication between mother and caregiver about the child as reported by both mothers and caregivers was significantly related to more sensitive and supportive caregiver-child interactions in child care, even after controlling for the mother’s and caregiver’s childrearing beliefs that were related to partnership behavior and the quality of child care. The quality of mother-child interaction was significantly associated with the mother’s communication with her child-care provider about her child. After controlling for maternal childrearing beliefs, mothers who engaged in more partnership behavior with their providers were more supportive and sensitive with their children. 相似文献
2.
《Early education and development》2013,24(4):349-366
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children. 相似文献
3.
《Early education and development》2013,24(4):571-591
The use of retreat spaces by 65 children in 9 family child care homes was assessed in this study. Family child care providers used daily diaries to collect information about children's retreat frequency and associated behavior. The findings revealed that nearly half of the children used informal, readily available retreats during the research period. Playing with toys was the most frequent and stable retreat activity across age groups. Yet the number of passive and engaged behaviors varied based on child characteristics such as age, gender, and child's mood for the day. Retreat use can be viewed as a potentially adaptive environmental strategy that children apply as their needs change in a given day and from one developmental period to the next. Thus, it is recommended that child care professionals provide access to retreats and support children's varied use of retreat space. 相似文献
4.
Jens Henrichs Jacqueline J. SchenkRianne Kok Bouchra FtitacheHenk G. Schmidt Albert HofmanVincent W.V. Jaddoe Frank C. VerhulstHenning Tiemeier 《Early childhood research quarterly》2011,26(3):332
We investigated whether parental family stress during pregnancy is associated with cognitive functioning in early childhood in a population-based cohort (n = 3139). Family stress was assessed using the Family Assessment Device at the 20th week of pregnancy and was reported by mothers and fathers. Mothers completed the MacArthur Communicative Development Inventory, measuring children's verbal cognitive functioning, when children were 18 months and they completed the Parent Report of Children's Abilities, measuring nonverbal cognitive functioning, when children were 2 years old. Maternal prenatal family stress was related to children's low word comprehension and poorer nonverbal cognitive development independent of paternal reports. In a subset of 639 children, maternal prenatal family stress was also associated with observational assessments of poor effortful control at age 37 months. Paternal prenatal family stress was only related to poorer nonverbal cognitive development, independent of the mother. When both parents had high levels of prenatal family stress, children displayed particularly poor nonverbal cognitive development. These findings emphasize the significance of parental prenatal family stress for child developmental outcomes. 相似文献
5.
R H Bradley B M Caldwell J A Fitzgerald A G Morgan S L Rock 《Child abuse & neglect》1986,10(2):181-189
The experience of 39 preschool-age maltreated children from 13 child care facilities was examined to determine the extent to which the children's social development was related to the quality of day-care service. Maltreated children assigned by the Arkansas Department of Social Services to three different types of child care facilities were observed: specialized day-care programs, regular day-care centers and family day homes. The children scored below average in intelligence and were rated by their parents as displaying higher than normal rates of disturbed behavior. While no comparison group of non-maltreated children was included in the study, observations of the maltreated children in the child care setting revealed substantially more positive than negative social behavior. The children were reasonably effective in interacting with adult caregivers in day care. The maltreated children were also productive in most encounters with peers. Ratings of the quality of care received in day care were significantly correlated with the children's social competence in child care. Aspects of social behavior in maltreated children were related to the organization of the program, the physical facilities, traits of the caregiver, and caregiver expectations for the children. 相似文献
6.
《Early education and development》2013,24(3):205-216
Dual-earner mothers and fathers whose children were enrolled in day care for at least two years were asked to rate the care environment, assess its effects on children's development and parent–child relations, and to provide assessments of marital stress, job satisfaction, and emotional support. Mothers and fathers did not differ significantly on any of the measures. A path model failed to provide support for the contention that personal well- being mediates influences from the broader social context on the parent–child relationship of day care children; however, it did show that the parent–child relationship may buffer certain influences from the broader social context on children's developmental status. The data are discussed with respect to the need to examine day care issues from an interrelated systems perspective. 相似文献
7.
Julie C. Rusby Laura Backen JonesRyann Crowley Keith Smolkowski 《Early childhood research quarterly》2013
This study investigates the reliability and validity of the Child Care Ecology Inventory (CCEI), a measure of the quality of family child care in the social domain. The CCEI focuses on research-based environmental features and caregiving practices for promoting positive social development in preschool-age children. A total of 198 family child care homes in the Northwest USA participated. Good scale reliabilities were found for the measures of the environment (Enrichment and Organization) and for caregivers’ practices (Monitoring, Positive Attention, Promoting Social Skills, and Teaching Rules) and interrater reliability was adequate for research purposes. The CCEI was associated with other commonly used measures of child care quality that assessed similar environmental and caregiving constructs. Linear regression models were run to determine the features of family child care quality that were concurrently associated with observed child behavior. The child–caregiver ratio, Environment Organization, and caregivers’ Teaching Rules were negatively associated with children's problem behavior (noncompliance and aggression). Caregivers’ provision of Planned Activities/Routines and Positive Attention were associated with positive child behavior. Results indicate that different aspects of quality are related to different aspects of children's social interactions and behaviors. 相似文献
8.
Elles J. de Schipper J. Marianne Riksen-Walraven Sabine A.E. Geurts 《Early childhood research quarterly》2007
In this study of the multiple determinants of professional caregiving, 237 caregivers (age range: 18–56 years) from 64 Dutch child care centers were extensively observed during their interactions with the children (0–4 years) in their usual care group. The choice of potential determinants of the caregiving quality was guided by Belsky's [Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96] model of the determinants of parenting. Consistent with Belsky's model, quality of caregiving was found to be multiply determined by characteristics of the caregiver, the children and the caregiving context. More specifically, lower-quality care was provided by younger caregivers, to younger children, and by caregivers reporting higher physical occupational workloads. The differences between the participating child care centers proved to explain more variance in the quality of professional caregiving than the differences between the individual caregivers. 相似文献
9.
Sandy Osborne 《Early Childhood Education Journal》1986,13(3):20-22
Separating from a primary caregiver or parent can cause anxiety and stress for the young child. Although separation anxiety is experienced by all children in varying degrees, for secondary caregivers in child care centers and family day care homes, it poses particular problems.Sandy Osborne is a doctoral candidate, Department of Child and Family Studies, College of Human Ecology, The University of Tennessee, Knoxville. The author thanks Kay Pasley and Jan Allen for their helpful comments. 相似文献
10.
《Early childhood research quarterly》1995,10(1):33-61
Long-term correlates of early child care and maternal employment were examined in a representative sample of 333 6- to 12-year-old middle-class children. Intellectual, social, and behavioral development and parent-child relationships were related to nonparental infant care, center or preschool experiences, and maternal employment. Contextual analyses included child, parent, and family covariates related to choice of child care and children's development. Preschool and center day care was associated with slightly higher Wechsler Intelligence Scale for Children-Revised (WISC-R) Vocabulary scores and externalizing t scores on the Child Behavior Checklist. In addition, for African American children, center preschool experience was associated with 10-point-higher verbal intelligence scores and better ratings of positive behavioral attributes by parent and observers. Nonparental care during infancy and maternal employment patterns during the preschool years were not consistently related to the outcomes. The results of this study further support the growing consensus that the effects of early child care experiences must be considered in the context of parent, family, and child characteristics. 相似文献
11.
Research Findings: Prior research with older urban children indicates that a disadvantaged neighborhood context is associated with poorer early development, including poorer verbal ability, reading recognition, and achievement scores among children. Neighborhood disadvantage in rural communities and at younger age levels may also be related to development; however, this relationship has received little examination. In this study we utilized data from the Family Life Project, a representative sample of babies born to mothers in poor rural counties in North Carolina and Pennsylvania, to address questions related to the relationship between neighborhood context (disadvantage and safety) and children's early language development. We examined the mediation of this relationship by child care quality. We also examined geographic isolation and collective socialization as moderators of the relationship between neighborhood context and child care quality. Results indicated that although neighborhood disadvantage did not predict children's development or child care quality, neighborhood safety predicted children's receptive language, with child care quality a partial mediator of this relationship. Collective socialization but not geographic isolation moderated the relationship between neighborhood safety and child care quality. Practice or Policy: Implications for policy, practice, and future research are discussed, including improving community safety through community policing, neighborhood watch, and social networks and increasing access to quality child care. 相似文献
12.
《Early education and development》2013,24(5):549-572
Young children rely on their parents for making decisions about their child care experiences. Parents' child care arrangements are affected by the information they gather, their values and childrearing beliefs, their knowledge of child care quality, and the extent to which they are satisfied with their child care choices. Parents' decisions about child care are also influenced by ecological correlates, such as child age, maternal education and hours of employment, family ethnicity and income, and state and federal child care policies. This review addresses each of these elements and their role in parents' child care arrangements and concludes with recommendations for honoring parents' child care ideals through better child care quality information and higher professional standards for child care providers. 相似文献
13.
Nicole Forry Iheoma Iruka Kathryn Tout Julia Torquati Amy Susman-Stillman Donna Bryant M. Paula Daneri 《Early childhood research quarterly》2013
Few studies have examined correlates of quality ratings in family child care arrangements. This study analyzes data from a multi-state sample of family child care providers actively seeking professional development for two purposes. First, we examine predictors of observed quality ratings focusing on characteristics of child care providers, the most proximal influences of quality in family child care. Second, we explore associations between three targets of professional development (providers’ attitudes, beliefs, and practices) and the pre-academic and social–emotional skills of preschool-aged children. Provider characteristics indicative of personal and professional resources and stress, as well as providers’ professional attitudes and beliefs, are predictive of observed quality measures. Observed quality and providers’ child-centered beliefs and perceptions of job demands are related to children's developmental outcomes. Implications for future research, policies, and practices are discussed. 相似文献
14.
This study explored differences in caregiver–child interactions following children's information‐seeking questions. Naturalistic speech from thirty‐seven 4‐year‐olds and their caregivers was used to explore children's information‐seeking questions, the caregiver's response, and children's subsequent follow‐up. Half of the families were low‐socioeconomic status (SES) and the other half were mid‐SES. Although children across socioeconomic groups asked a similar proportion of questions, mid‐SES caregivers offered significantly more explanatory responses to causal questions as well as more noncircular explanations than low‐SES caregivers. No differences were found in children's follow‐up to responses given to fact‐based questions; however, after hearing unsatisfactory responses to causal questions, mid‐SES children were significantly more likely to provide their own explanation. Such variability in caregiver–child interaction may have implications for subsequent learning. 相似文献
15.
Julie C. Rusby Keith Smolkowski Brion Marquez Ted K. Taylor 《Early childhood research quarterly》2008
The quality of the child care environment and caregiver practices can potentially have significant, lasting impact on children’s social development. This study involves the development and a small-scale efficacy trial of the Carescapes program, a video-based training program that focuses on promoting positive social development in young children attending family child care. Fifty-seven caregivers who provided child care in their homes were randomly assigned to immediate intervention or waitlist control groups. Random coefficients analyses showed significant increased use of effective behavior management practices and decreased overall children’s problem behavior for the intervention group. A mediation model demonstrated that increases in effective behavior management practices were associated with decreases in problem behavior. A medium intervention effect was found for caregiver’s monitoring and a small effect for use of positive attention. These effects declined 5 months following the intervention. Implications for future efficacy and effectiveness studies in family child care settings that involve strategies to facilitate maintenance are discussed. 相似文献
16.
Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child–adult ratios typical of home-based care may allow for more individual child–adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant–toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed. 相似文献
17.
Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
18.
19.
《Early childhood research quarterly》1998,13(3):501-521
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need. 相似文献
20.
《Early childhood research quarterly》1994,9(2):131-151
Assessment of quality of care in 363 classrooms with infants, toddlers, and preschool children was conducted in 120 child care centers in three states with widely varying regulations. Three major process measures, InfantToddler Environment Rating Scale (ITERS; Harms, Cryer & Clifford, 1987), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), and the Assessment Profile for Early Childhood Programs (Abbott-Shim & Sibley, 1987) were included. Regulatable aspects of quality of child care included ratio of caregivers to children, group size, teacher training in child development or child care, teacher education, highest wage paid to a teacher in the center, and staff turnover. The goal of the study was to evaluate how well the quality of child care is measured by process and regulatable variables. For research purposes, the process measures proved to be highly redundant, both internally and with each other. Much smaller sets of items, drawn randomly from the instruments' item pools, were found to be perfectly acceptable measures of quality of care. Regulatable measures did not prove to be acceptable measures of quality care, except for teachers' wages, which were highly correlated with process measures of quality. 相似文献