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1.
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
2.
Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren 总被引：1，自引：0，他引：1
Bengt-Erik Andersson 《Child development》1992,63(1):20-36
This is a follow-up study of an earlier one in which positive effects of early day-care experience were found on children's cognitive and socioemotional competence at age 8. 128 children were followed from their first year of life. At 8 and 13 years of age, 92% and 89% of the children, respectively, remained in the study. Most children could be classified according to age at first entry into day-care. Cognitive and socioemotional competence was rated by the children's classroom teachers. Hierarchical regression and path analyses were used in the statistical treatment of the data. It was possible to trace independent positive effects of age of entry into day-care as far as age 13. Children entering center care or family day-care before age 1 generally performed better in school when 8 and 13 years old and received more positive ratings from their teachers on several socioemotional variables. The path analyses indicated the following causal model: family characteristics, such as type of family, family's socioemotional status, and mother's educational level, influence the time of first entry into day-care. This variable, in turn, has consequences for children's competence at 8 and/or 13 years of age even after controlling for home background, child gender, and intelligence, which, of course, have their own effects. The effect of socioeconomic status was often mediated through age of entry into day-care. 相似文献
3.
Child Care and Children's Peer Interaction at 24 and 36 Months: The NICHD Study of Early Child Care 总被引：3，自引：0，他引：3
《Child development》2001,72(5):1478-1500
Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to determine how children's experiences in child care were related to peer competence at 24 and 36 months of age, after controlling for the effects of family and child characteristics. Peer competence was assessed using mother and caregiver ratings as well as observations of children with their peers in child care, and at 36 months from observations of dyadic play with a familiar peer. Consistent, albeit modest, relations were found between child-care experiences in the first 3 years of life and children's peer competencies. Positive, responsive caregiver behavior was the feature of child care most consistently associated with positive, skilled peer interaction in child care. Children with more experience in child-care settings with other children present were observed to be more positive and skilled in their peer play in child care, although their caregivers rated them as more negative with playmates. Children who spent more hours in child care were rated by their caregivers as more negative in peer play, but their observed peer play was not related to the quantity of care. Child-care experiences were not associated with peer competence as rated by mothers or as observed in dyadic play with a friend. Maternal sensitivity and children's cognitive and language competence predicted peer competence across all settings and informants, suggesting that family and child-care contexts may play different, but complementary roles in the development of early emerging individual differences in peer interaction. 相似文献
4.
《Early childhood research quarterly》2005,20(3):306-328
The purpose of this study was to examine the effects of otitis media (OM) and the quality of child care on the social and communicative behaviors of toddlers, using a cumulative risk framework that included moderation. The study followed 72 children who began child care in infancy. Both process and structural aspects of the quality of 11 child care centers were measured and children received weekly ear examinations from the time they entered child care. At 24 months of age children were observed in their classrooms during free play when they were well. Children in the chronic OM, low quality care group exchanged more negative gestures with peers, initiated less verbally to teachers and peers and were talked to less by teachers and peers in comparison to all other children. The results suggest the importance of the moderating effect of the quality of child care in understanding the effects of OM on social/communicative development. 相似文献
5.
The peer interaction of 26 physically abused children was observed and compared to the peer interaction of normal children (n = 26), neglected children (n = 4) and children referred to a child guidance clinic (n = 21). The children were either enrolled in a day-care intervention program and observed in well-established peer groups or not enrolled in peer-based intervention and observed in newly formed peer groups. The hypothesis that abused children who were enrolled in day-care intervention programs would be more competent in peer interaction than abused children who were observed in newly formed groups and not enrolled in peer-based intervention programs was supported. The peer interaction of abused children in well-established groups was similar to that of normal children and more skillful than that of abused and clinic children in newly formed groups. Normal children engaged in similar peer interaction in newly formed and well-established groups. The results are discussed in terms of the social support network provided by the day-care intervention and missing in the family environment of abused children. 相似文献
6.
《Child development》2000,71(4):960-980
Children from 10 sites in the United States were followed from birth to age 3 to determine how experiences in child care relate to cognitive and language development (Ns varied between 595 and 856, depending on the assessment). Multiple assessments of family and child care environments and of cognitive and language competence were collected. Analyses that adjusted for maternal vocabulary score, family income, child gender, observed quality of the home environment, and observed maternal cognitive stimulation indicated that the overall quality of child care, and language stimulation in particular, was consistently but modestly related to cognitive and language outcomes at ages 15, 24, and 36 months. The effect sizes for high (top quartile) versus low (bottom quartile) quality ranged from .18 to .48. After adjusting for child care quality, cumulative experience in center-based care was associated with better outcomes than was participation in other types of care. The amount of time children spent in care was not related to outcomes. Children in exclusive maternal care did not differ systematically from children in child care. Tests for lagged relations of earlier child care experiences to later performance (adjusting for current child care) showed that language stimulation predicted subsequent cognitive and language performance 9 to 12 months later. Although children in center care at age 3 performed better than children in other types of care, earlier experience in child care homes was associated with better performance at age 3 than was experience in other types of care. The relations of child care variables to outcomes did not vary consistently as a function of family income, quality of home environment, child gender, or ethnic group. 相似文献
7.
Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care 总被引：1，自引：0，他引：1
Eight hundred forty children (435 girls) enrolled in full-time, center-based child care participated in the study. Children ranged in age from 10 to 70 months. Sixty-six percent of the children were European American, the remainder African American. Children's play activities and cognitive activities as well as their relationships with caregivers were observed within the child care setting. The study tested the prediction that variation in children's cognitive activities could be directly and indirectly explained by child care quality, positive social interaction with teachers, and children's play activities and attachment security with their child care teachers. The prediction was examined and at least partially supported in eight subsamples of infant-toddler and preschool age European American and African American children in subsidized and nonsubsidized child care. Specifically, in seven of the eight subsamples, 15 to 30% of the variability in children's cognitive activities could be predicted from positive social interaction with teachers, attachment security, and participation in creative play activities. 相似文献
8.
In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes. 相似文献
9.
Barbara Hanna Wasik Craig T. Ramey Donna M. Bryant Joseph J. Sparling 《Child development》1990,61(6):1682-1696
65 families with children at risk for cognitive difficulties were randomly assigned at the time of the child's birth to 1 of 3 groups, 2 intervention and 1 control. For the most intensive intervention group, family education was combined with a center-based educational day-care program; the less intensive intervention group received the home-based family education program only. To assess the cognitive performance of children, The Bayley Scales of Infant Development were administered at 6, 12, and 18 months; the Stanford-Binet Intelligence Test at 24, 36, and 48 months; and the McCarthy Scales of Children's Abilities at 30, 42, and 54 months. On each test after the 6-month assessment, scores of children in the educational day-care plus family support group were greater than those in the other 2 groups. No cognitive intervention effects were obtained for the family education group. Group effects were not obtained for measures of either the quality of the home environment or parent attention. 相似文献
10.
《Early childhood research quarterly》2005,20(2):164-184
Far less is known about predictors of quality for family child care homes than for child care centers. The current study of 120 randomly-selected family child care providers in four Midwestern states examined distal, state policy-level variables (family child care regulations and the concentration of children cared for who received public child care subsidies, referred to as subsidy density), and proximal, provider-level variables (providers’ level of education and reported annual training hours) as influences on global quality and caregiver sensitivity. More regulation, lower subsidy density, higher levels of provider education and more training hours were associated with higher global quality in family child care homes. Lower subsidy density and higher provider education were associated with more sensitive caregiving, but no effects on sensitivity were observed for regulation and training hours. An interaction effect indicated that regulation moderated the relation between education and sensitivity; education was especially important for sensitive caregiving among providers low in regulation. In addition, after including all predictor variables in the model, significant mean differences between states were noted. Findings demonstrate that both policy-level variables and provider characteristics influence quality in family child care homes, and further, that they may interact to affect observed child care quality. Implications for state child care policies are discussed with emphasis on implications for quality of care for low-income children whose tuition is paid by public child care subsidies. 相似文献
11.
《British Educational Research Journal》2004,30(5):623-632
Mounting research evidence demonstrates that effective ‘early childhood education and care’ (ECEC) has short‐term and longer‐term social and educational benefits for children and families. An allied body of evidence attests to the contribution of social capital (i.e. social networks and relationships based on trust) to such benefits. The research reported in this article bridges these two bodies of evidence by researching the social capital of children, their families and community members in the context of a state‐wide initiative (in Queensland, Australia) of integrated early childhood and family hubs. Drawn conceptually from the sociology of childhood, a methodological feature of the research is a broadened focus on children, not just adults, as reliable informants of their own everyday experience in ECEC. Some 138 children (aged 4–8 years) in urban and rural/remote localities in Queensland participated in research conversations about their social experience in and beyond ECEC. Children's social capital was found to be higher in the urban community than in the rural community, highlighting the potential of child and family hubs to strengthen children's social capital in those communities with few social facilities. 相似文献
12.
3 questions regarding family interaction in the second year of life are addressed in this report on 69 families rearing firstborn sons. Question 1 concerns the identification, via cluster analysis, of families having difficulty managing their child, using codings of narrative records of family interaction when children were 15 and 21 months of age. Parents in families identified as "troubled" at each age tried to control their toddlers most often, were least likely to rely upon control-plus-guidance management strategies, had children who defied them most frequently, and experienced the greatest escalation of negative affect in these control encounters. Families identified as "troubled" at both 15 and 21 months had children who received the highest "externalizing" problem scores at 18 months and mothers who experienced the most daily hassles during the second year. Question 2 concerns the antecedents of "trouble in the second year." Discriminant function analyses indicated that membership in the groups of families that appeared troubled at both ages of measurement ( n = 15 ), at only one age (n = 28), or never ( n = 26) could be reliably predicted (hit rate = 71%) using a set of 9 measurements of parent personality, child emotionality/temperament, marital quality, work-family relations, and social support, suggested by Belsky's model of the determinants of parenting, and social class. Question 3 concerns the proposition that extensive nonmaternal care in the first year is a risk factor for troubled family functioning in the second year. As hypothesized, prediction analysis showed that families at moderate and high contextual risk (based on 10 antecedent variables pertaining to Question 2) were significantly more likely to experience trouble in the second year when children experienced 20 or more hours per week of nonmaternal care in their first year, and these results could not be attributed to "selection effects." 相似文献
13.
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
14.
Effects of public day-care: a longitudinal study 总被引：1，自引：0，他引：1
B E Andersson 《Child development》1989,60(4):857-866
119 Swedish children were followed from their first year of life up to the age of 8. Most could be classified according to (a) type of day-care they had experienced during their first 7 years of life and (b) time of first entrance into day-care. At 8 years, the children were tested with aptitude tests and rated by their teachers on school performance and social and personal development. Hierarchical regression analyses and MANCOVAs were used in the statistical treatment. Time of entrance into day-care predicted children's cognitive and socioemotional development, controlling for sex and home background. Children with early day-care (entrance before the age of 1) were generally rated more favorably and performed better than children with late entrance or home care. There was a tendency for early center care to predict a more favorable outcome than other care. 相似文献
15.
This study examined differences in social and cognitive functioning of divorced- and intact-family preschool-age children enrolled in day care. Additionally explored were the relationships of environmental factors such as family and community support and substitute child care to child adjustment. Subjects were 38 divorced-family children (M=4.82 years) and 42 intact-family children (M=4.82 years) enrolled in three day care centers in a Midwestern suburban community. Parent and child interviews, ratings by day care personnel, and standardized tests were used to gather data. No significant differences in social functioning of divorced- and intact-family children were found. Differences in cognitive functioning favored divorced-family children. Support from extended family was associated with better social functioning of divorced-family children, whereas support from day care center staff was related to better cognitive performance. Findings have implications for research and direct service to divorced-family preschoolage children. 相似文献
16.
《Early childhood research quarterly》1994,9(1):87-110
The study examined the interrelationships of multiple levels of the family day care system (family, child care, and children) in order to portray the ecology of family day care in a small midwestern city and surrounding rural areas. Fifty-seven children, their mothers, and caregivers (n = 30) participated. Caregiver characteristics, conditions of caregiving, and quality of care in the family day care homes were assessed. Family background information (SES, education, stress, social support, and childrearing preferences) was obtained. Children's cognitive, language, and social development were assessed using static and process measures of each domain. Results revealed that families did not choose caregivers who resembled themselves with respect to SES, childrearing preferences, and stress, nor did they select child care whose quality varied systematically with their characteristics. Family and child care characteristics appeared to have additive effects on children's development. 相似文献
17.
《Early childhood research quarterly》1988,3(4):341-359
Seventy-one preschool-age children entering infant day care at varying times and receiving varying amounts of infant day care were compared on their reunion-with-parent behavior, teacher and parent ratings of their behavior, and playground play interactions. Age of entry into day care (≤ 6 months vs. > 6 months) had no significant effect on attachment to mother as measured by reunion behaviors or on play and socialization skills as measured by observation and behavior rating scales in a full-time day-care setting. Furthermore, children with more hours and months of day care engaged in less watching, solitary play, and teacher comfort-seeking behavior, and they showed more cooperative play, positive affect, peer interaction, and positive verbal interaction. Thus continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior. 相似文献
18.
Toddlers' and Preschoolers' Experience in Family Day Care: Age Differences and Behavioral Correlates
Kryzer EM Kovan N Phillips DA Domagall LA Gunnar MR 《Early childhood research quarterly》2007,22(4):451-466
One hundred and twelve children, 56 toddlers and 56 preschoolers, were observed in their family child care settings to determine whether toddlers cared for in settings that also included preschoolers were, relative to the preschoolers, receiving more or less high-quality care and/or whether their functioning at child care appeared to be more or less dependent on aspects of the care providers’ interactions with the children. Quality of care was analyzed along two dimensions: sensitive/supportive care and structured care. Four indices of child functioning at child care were examined: integration in social activities, attention, positive mood, and angry/aggressive behavior. Results indicate that toddlers received less sensitive, supportive care than preschoolers in these mixed-age settings and toddlers were less socially integrated and less engaged in activities in the child care setting. Preschoolers displayed increased levels of angry/aggressive behavior relative to toddlers. In addition, associations of care provider behaviors and child functioning were larger for toddlers than preschoolers, suggesting that toddlers were more dependent on caregiver support for more successful functioning in these family child care settings. For both toddlers and preschoolers, care provider behavior and child functioning was generally poorer in settings with more children. 相似文献
19.
《Early childhood research quarterly》2007,22(1):118-136
This paper explores factors related to the use, amount and type of non-maternal child care infants experience in their first year, reporting on a prospective longitudinal study of 1201 families recruited from two different regions in England. The selection and timing of non-maternal child care was investigated within a socio-ecological model that took account of child and family characteristics as well as maternal psychological factors. Family socio-demographic background (education, occupation and income level) was the most consistent predictor of the amount and nature of non-maternal care infants received. Infants who started in non-maternal child care before the age of 3 months were more likely to come from relatively disadvantaged families; in contrast the mothers of infants starting in child care between 4 and 10 months were more advantaged. Disadvantaged families were more likely to use familial care, while more advantaged families were likely to use purchased child care. Children who began non-maternal care later (3–10 months) and spent more hours in care were more likely to be from ethnic minorities (Asian) and have mothers who believed that maternal employment had more benefits and fewer risks for their child. First born children were also more likely to experience non-maternal care after the age of 3 months. Infants rated by their mothers at 3 months as less ‘adaptable’ in temperament and at 10 months as more ‘fussy’ spent more hours in child care. Finally, the type of child care selected was related to the families’ socio-economic background, maternal beliefs and attitudes, and birth order. Findings are compared with the US large scale National Institute of Child Health and Human Development (NICHD) study and considered in the light of national policies. 相似文献
20.
The aim of this study was to explore the within-group effects of mother-infant attachment and day-care on children's social and emotional adaptation at 42 months and in the early school years. For this high-risk sample, the effects of day-care depended on the quality of mother-infant attachment. Day-care appeared to have a negative effect for secure children but had a positive influence for insecure children. For the secure group, children in day-care were more negative and avoidant at 42 months, and they were more externalizing and aggressive in kindergarten compared to the home-reared group. In contrast, day-care children who were insecurely attached were less withdrawn and more agentic. Overall, day-care children were rated higher on externalizing behavior in kindergarten than home-reared children, but no differences were found in the later school years. The sequelae of attachment indicated that security of attachment during infancy differentially predicted later adaptation for day-care and home-reared children. Attachment was related to later adaptation for home-reared children but did not predict later adaptation for day-care children. 相似文献