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1.
The distribution of attachment styles has been shown to differ between groups of children living with their parents and children placed in alternative care (AC), defined as residential or foster. However, this is the first study in Latin America to explore possible factors affecting the quality of attachment in children living in both residential and foster care. Two groups of children (N = 57) were compared: one group living in Residential Homes (RC) and the other in Foster Care (FC) in Chile. Children’s, caregivers’ and structural factors (e.g., child: caregiver ratios) and their links with attachment styles were investigated. The micro caregiving environment (i.e., the specific individual child caregiver relationship), especially the caregivers’ engagement, sensitivity, disciplinary control and affection, as well as some structural factors (i.e., child: caregiver ratios), were linked to attachment security in children. Specifically, better emotional caregiving and lower child-caregiver ratios were associated with higher rates of secure attachment. The association between quality of care (as measured by the HOME inventory) and attachment styles seems to be influenced by caregiver relationships (as measured by CCSERSS). Caregiver relationship factors (i.e., affection, engagement and sensitivity) directly impact the quality of the attachment children establish with them while living in AC. However, the relationships that caregivers establish with children under their care can be facilitated by good quality structural factors, particularly child-caregiver ratios.  相似文献   

2.
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   

3.
Research Findings: Child care delivery practices promoting continuous, primary caregiver-child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent-caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent-caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices.  相似文献   

4.
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   

5.
Research Findings: This study expands on previous research (Bus & van Ijzendoorn, 1988, 1992, 1997) establishing an association between the quality of mother-child interactions and reading behavior during a joint book-reading task. In a sample of 58 mother-child pairs, the quality of the relationship between mothers and their children at 36 months old predicted the amount and quality of literacy information shared during a joint book-reading task in 1st grade. Other variables related to reading behavior were also examined but were found to be less predictive than maternal sensitive responding.

Practice or Policy: Learning to read is a complex social phenomenon that involves more than the mastery of isolated academic skills. This study supports the idea that early literacy emerges in part from a relational system involving caregiver-child interactions that have properties not directly involving print. The importance of examining the quality of the relationships between caregivers and their children when supporting reading-related pursuits is discussed.  相似文献   

6.
Recent studies suggest that mind-mindedness is an important element of caregiver–child interactions in family and childcare context. This study investigated caregivers’ mind-mindedness in a nationally representative Dutch sample and its relation with structural quality factors (i.e., group size, caregivers’ education and work experience, group type, and situation) and caregivers’ interactive skills. Participants were 99 caregivers recruited in 50 childcare centers. Mind-mindedness was assessed with observations during free-play and lunch situations in infant, preschool, and mixed-age groups (0–4-year-olds). Caregivers’ appropriate and nonattuned mind-related comments were coded as individual (over/toward one child) or group related (over or toward more than one child). Caregivers’ interactive skills were assessed using the Caregiver Interaction Profile (CIP) scales. Research Findings: Caregivers generally refer to children’s desires, thoughts, and emotions in about 10% of their verbal interactions, with a low incidence rate of nonattuned comments (< 1%). Mind-mindedness was found to be significantly associated with structural quality characteristics and caregivers’ interactive skills. Caregivers with greater interactive skills produced fewer individual and more group appropriate mind-minded comments in mixed-age groups. Practice or Policy: We discuss the relevance of mind-minded comments at individual and group level for the future study of mental-state talk in early childhood education and care.  相似文献   

7.
The present study examined whether stress in professional caregivers – as reflected in salivary cortisol levels – is related to the quality of their caregiving behavior. The 221 professional female caregivers in 64 child care centers were observed in three different situations and saliva samples were taken three times during the morning. Results showed that higher levels of cortisol, particularly at the beginning of the workday, predicted lower-quality caregiver behavior beyond the contribution of three other predictors, namely a higher self-reported physical workload, more children under age two in the care group, and lower caregiver age. Contrary to the expectation, higher cortisol levels did not mediate the relation between higher self-reported physical workload and more children under age two on the one hand and lower-quality caregiving behavior on the other.  相似文献   

8.
This study examined the effects of a 120-hour preschool training course on caregivers’ behavior and children’s development in early-years settings. Sixteen caregivers attending this training course and 17 comparison caregivers were assessed on a measure of caregiver sensitivity in the child-care centers in which they were employed. Sixty-eight children, two from each center, were assessed for social and cognitive competence. Both the training and comparison caregivers and children were observed before and after the former group attended the training course. Caregivers who received training made significant gains in positive relationship and decreased in levels of detachment. The children in their care made significant gains in complex social and cognitive play from pre- to post-training. The comparison group adults and children showed no significant improvements from pre- to post-test times.  相似文献   

9.
At 6 months of age, 576 infants were observed during 2 half-days in five types of nonmaternal child care (centers, child care homes, in-home sitters, grandparents, and fathers). Settings were assessed in terms of their structural characteristics (group size, child-adult ratio, physical environment) and caregivers' characteristics (formal education, specialized training, child care experience, and beliefs about child rearing). In addition, caregivers' interactions with infants were observed. Caregivers were rated as providing more positive caregiving when group sizes and child-adult ratios were smaller and when caregivers held less-authoritarian beliefs about child rearing. Significant differences were associated with type of care arrangement. Child-adult ratios and group sizes were largest in centers and smallest in informal in-home care (with fathers, grandparents, and in-home sitters); specialized training was highest in centers. Small group sizes, low child-adult ratios, caregivers' nonauthoritarian child-rearing beliefs, and safe, clean, and stimulating physical environments were consistently associated with positive caregiving behaviors within each of these different types of settings.  相似文献   

10.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about the effects on children’s well being and development. Limited correlations have been found between the type of interaction and the structural characteristics. Research data highlight the need for further research to undergone and for changes in Greek legislation, concerning the operation of Greek child care centres.  相似文献   

11.
The relationship of day care quality to the activities of 4-year-old children during free play and their knowledge of social problem solving was investigated. The subjects were 55 children attending 15 day care centers and nursery school. Indicators of day care quality included quality of interaction with teachers, arrangement of the physical space, spaciousness of the environment, appropriateness and variety of the materials provided for play, quality of the outdoor area, group size, and child-teacher ratio. Relationships were found between these dimensions and children's absorption in solitary play and knowledge of social problem solving. Most of these relationships held up after the effects of social class were statistically removed.  相似文献   

12.
The center theme (extended house, train station) and design of the equipment (solitary versus group design) of the dramatic play center were manipulated to observe the effects on children's social and cognitive play behaviors. Thirty-one 4- and 5-years-olds were observed in the traditional housekeeping center, 1 week before, 1 week after, and during the implementation of the four intervention dramatic play centers (i.e., extended house-solitary, extended house-group, train station-solitary, train stationgroup). Results revealed that (a) the solitary-designed centers facilitated more solitary play interactions and group-designed centers facilitated more group play interactions; (b) overall, a significantly higher frequency of dramatic play was observed in the intervention and follow-up housekeeping centers than in the baseline housekeeping centers; (c) children engaged in a wider range of roles (e.g., garage mechanic, taxi driver, mother, father) in the extended house center compared with other centers; (d) thematic centers may have limited the children's role enactment to the theme of the center. Theoretical implications of the influence of the physical ecology of the dramatic play center on children's play were discussed.  相似文献   

13.
The possible implications of the experience of non parental care on cognitive development and on behaviour problems are considered in interaction with individual and contextual variables. A sample of 47 Swiss children who experienced varying kinds of care arrangements were studied longitudinally between 1 and 5 years of age. The effects of the experience of care were related to mothers’ reports of behavioral problems (CBCL, with subscales of internalizing and of externalizing problems) at age 5, and to cognitive developmental quotients (at 1, 2 and 5 years). Several variables were considered for their potential interaction with the experience of care, such as the pattern of attachment to the mother (observed at 21 months of age in the “Strange Situation”), characteristics of the experience of care (duration and type of care), its quality (relationship with non parental caregivers), the socio-economic status of the family, etc. The effect of non parental care on behaviour problems (5 years) happened to be mediated by the the pattern of attachment to the mother: insecurely attached children had some risk to be reported as having externalizing problems, but this didn’t occur when they had an extended experience of non parental care, and when non parental care was mainly family-based. The effect of non parental care on cognitive development was mediated by the quality of care: children with a positive contact with the caregivers had greater cognitive gains between 2 and 5 years; the relationship with the care-givers itself was influenced by the quality of the relationship with the mother. The limited size and origin of the sample restricts generalization, however these data might contribute to the notion that non parental care can have varying effects depending of the type of care, the quality of the relation with the caregivers, the age and personal traits of the child.  相似文献   

14.
Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured movement session on 2 days each week. All movement opportunities were 30-min in duration. Physical activity was objectively measured using accelerometers. Results show that, compared to children on the playground, children in the movement program engaged in less sedentary behaviors and more light, moderate, vigorous and moderate to vigorous physical activity. In total, children in the movement program engaged in 15.5 min of healthier physical activity behaviors as compared with children in the outdoor free play. Structured movement time appears to afford children an opportunity to engage in more physical activity than outdoor time alone. Findings support that preschool centers should provide children with a daily structured movement time that includes formalized instruction in addition to regularly scheduled outdoor free play.  相似文献   

15.
Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents’ perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely.  相似文献   

16.
We empirically evaluated the associations of hypothesized protective and risk factors with assessments of social, literacy, and cognitive competence in a sample of Head Start graduates attending kindergarten in rural Georgia. The sample included 117 former Head Start children and their primary caregivers, who were assessed during the fall of the children's kindergarten year. The participating families—59% African American, 39% white, and 1 % Latin American—lived in four rural counties in northeast Georgia. Data were obtained from caregivers, teachers, and children, using a multimethod, multi-informant research design. Caregivers provided information about developmental goals, family processes, and their own psychological functioning; and the children and their kindergarten teachers provided socioemotional, literacy, and cognitive-competence information. The results support the hypothesized relations between the child-competence measures and protective factors, especially caregiver self-esteem, endorsement of independence-promoting developmental goals, co-caregiver support and communication, and engaged, responsive, and cognitively challenging caregiver-child interactions. The results also support the hypothesis that caregiver distress and conflicted family relationships are associated with negative developmental outcomes for former Head Start children attending kindergarten.  相似文献   

17.
Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers’ social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children’s group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states.  相似文献   

18.
Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.  相似文献   

19.
Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.  相似文献   

20.
Research Findings: High-quality caregiver–child interactions constitute the core of high-quality child care for young children. This article describes the background and development of the Caregiver Interaction Profile (CIP) scales to rate 6 key skills of caregivers for interacting with 0- to 4-year-old children in child care centers: sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. Each interactive skill is rated on a 7-point scale based on observation of video-recorded caregiver–child interactions. Together, the 6 scale scores constitute an Interaction Profile for individual caregivers that may serve as a starting point for education and training to improve the quality of caregiver–child interactions. This article also presents the results of a 1st study with the CIP scales, in a sample of 145 caregivers from 75 child care groups in 47 child care centers in The Netherlands. Practice or Policy: Results provide promising preliminary evidence supporting the reliability and validity of the CIP scales.  相似文献   

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