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1.
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   

2.
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   

3.
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   

4.
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   

5.
Research Findings: Minor illnesses, such as upper respiratory infections, stomachaches, and fevers, have been associated with children's decreased activity and increased irritability. This multi-method investigation of 110 day care–attending children examined whether experience with recurrent, minor illnesses and negative emotionality worked together to predict young children's social functioning. Minor illness experience was assessed via weekly health screenings conducted by nurses. Toddlers' negative emotionality and social behavior were assessed using mothers' and fathers' reports. The two dimensions of negative emotionality and minor illness experience operated in different ways to predict children's functioning. Toddlers rated as more temperamentally angry displayed less social competence, especially when they also experienced high proportions of minor illness. Temperamentally fearful children exhibited more externalizing problems when they experienced a higher frequency of illness, whereas fearfulness was not associated with externalizing problems for children who were not frequently ill. Practice or Policy: Children's frequent experience with minor illnesses combined with negative emotionality appears to place toddlers at a heightened risk for exhibiting behavior problems. These findings have implications for child and family well-being as well as interactions with child care providers and peers within child care settings. Interventions could be developed to target “at risk” children.  相似文献   

6.
The study investigated effects of day care quality in interaction with child and family characteristics on socioemotional development concurrently at 29 months and longitudinally at 4 years. By international standards, the study was performed in high-quality day care settings and in a fairly homogeneous group of well-functioning families. In a group of 52 children (M day care EXPERIENCE = 12.6 months at the age of 29 months), main effects of day care quality and effects due to interactions between such quality and the background characteristics of SES, home environment quality, gender, and infant manageability were studied. Socioemotional development was studied both in terms of children's problems (externalizing and internalizing) and positive aspects of functioning (positive emotional expressions and ego strength/effectance). The results showed a main effect of day care quality on expressions of positive emotions, and interactive effects were demonstrated for several of the other indicators of socioemotional functioning. Compensatory effects of high-quality care on externalizing behaviors for children from less advantaged homes as well as positive effects on boys' internalizing problems and ego strength/effectance were among the findings. Thus, using culturally relevant measures of day care quality, clear influences can be demonstrated even in a culture with a fairly uniform and high standard of care.  相似文献   

7.
Extensive exposure to nonparental child care during the first 4.5 years of life has been demonstrated in some American studies to negatively affect children's socioemotional functioning. Data from 935 preschool children who averaged 54.9 (SD = 3.0) months of age, from Trondheim, Norway were used to examine whether such negative effects, would emerge in Norway, a country with a different child‐care system. The children's externalizing problems and social competence were unrelated to their child‐care experience. More time spent in child care during the first 4.5 years of life and experiencing peer groups of < 16 or > 18 children predicted greater caregiver–child conflict. The effect sizes were small. The results are discussed in terms of cross‐national child‐care differences.  相似文献   

8.
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9.
This study used a British cohort (n = ～13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center‐based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete‐case approaches.  相似文献   

10.
The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes.  相似文献   

11.
Twenty-one dual-earner families whose preschool-aged children entered day care before 6 months of age and 19 dual-earner families whose preschool-aged children entered day care during the second year of life filled out questionnaires on the nature of their children's caregiving environment; their perceptions of the effects of day care on parent-child interaction and children's development; their overall job satisfaction; social support networks; and personal well-being, marital stress, and companionship. Mothers and fathers reported high levels of satisfaction with the caregiving environment and the effects of day care. Parental perceptions of the effects of day care on parent-child interaction and children's development did not differ as a function of time of entry into day care. Parental perceptions of selected parent-child variables were associated with job satisfaction, social support, and the marital measures. Parental perceptions of parent-child interaction were related to their perceptions of the effects of day care on children's social and cognitive skills. Mothers and fathers differed in these perceptions. There was some support for a conceptual link between marital variables and children's functioning in day care.  相似文献   

12.
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   

13.
In this study, 140 Swedish preschoolers and their parents were first contacted, observed, and interviewed when the children averaged 16 months of age. Subsequently, 53 children entered day-care centers, and 33 were enrolled in family day-care facilities. Further assessments of the children, their families, and their care facilities took place 3, 12, and 24 months after the initial assessment. As predicted, type of child care had no apparent impact on the children's sociability or personality maturity, as measured 24 months after the study began. However, the quality of care received both at home and in the out-of-home care facilities, reported family social support, and child gender helped predict personality maturity (as reported by the mothers using the Block CCQ) and observed social skills with familiar peers and unfamiliar adults.  相似文献   

14.
《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   

15.
Research Findings: Using data from the Project on Human Development in Chicago Neighborhoods, this article relates neighborhood characteristics to the type of child care used in families with toddlers and preschoolers (N = 1,121; representative of children in Chicago in 1996–1998). Neighborhood structural disadvantage was assessed via U.S. Census data, and neighborhood processes (i.e., density of social networks, collective efficacy, and level of participation in neighborhood organizations) were accessed with a community survey. Child care decisions (i.e., whether they chose care in centers; child care homes by non-relative, by relatives, and exclusively by parents) and the quality of center child care (Early Childhood Environment Rating Scale–Revised) were assessed in a longitudinal sample. After controlling for family characteristics, various neighborhood characteristics were related to child care characteristics. In communities with denser social networks, children were less likely to experience care in child care homes by unrelated adults. Children were more likely to be in child care homes and less likely to cared for by parents exclusively or by relatives when collective efficacy was higher. Center care quality was lower in disadvantaged neighborhoods and higher for publicly funded programs. Further, neighborhood structural disadvantage was more negatively related to quality when mothers had less education. Practice or Policy: These findings provide further evidence that public programs such as Head Start and public pre-kindergarten programs may be especially important to ensure that children living in poverty in disadvantaged neighborhoods have access to the types of child care that promote school readiness.  相似文献   

16.
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   

17.
This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55?70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms. Children's individual experiences and the global quality of their classrooms were associated with their social skills. Only the quality of children's individual experiences was found to be related to the quality of their relationships with teachers. Practice or Policy: Ratings of children's individual experiences provide information beyond that provided by global ratings of classroom quality and have potential for informing efforts to individualize educational programs.  相似文献   

18.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.  相似文献   

19.
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   

20.
One hundred and two families of disabled children in the Israeli kibbutz were studied. Parental responses during the interview revealed that the availability of material and financial resources, which the kibbutz provides, the sharing in the day to day care of the child, and the overall acceptance by the community are important in reducing stress. Yet, parents still experience a number of major hardships and stressors including encounters with the kibbutz “system”, a sense of loneliness, and concerns about their children's social integration and their futures. Similar hardships are reported in the literature for parents of disabled children in other cultures and societies. Implications for educators and family service providers regarding the need for community training, the training of peer case managers and for emotional and practical support are discussed.  相似文献   

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