Effects of Multiple Features of Nonparental Care and Parenting in Toddlerhood on Socioemotional Development at Kindergarten Entry

Autor/inn/en	Walls, Jill K.; Pellerin, Lisa
Titel	Effects of Multiple Features of Nonparental Care and Parenting in Toddlerhood on Socioemotional Development at Kindergarten Entry
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 66 (2020) 2, S.113-144, Artikel 1 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Surveys; Longitudinal Studies; Kindergarten; School Readiness; Child Care; Social Development; Emotional Development; Correlation; Parent Attitudes; Poverty; Student Characteristics; Caregiver Child Relationship; Educational Quality; Parent Child Relationship; Child Care Centers; Toddlers; Race; Prediction; Socioeconomic Status; Early Childhood Longitudinal Survey; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Readiness for school; School ability; Schulreife; Kinderfürsorge; Kinderbetreuung; Soziale Entwicklung; Gefühlsbildung; Korrelation; Elternverhalten; Armut; Quality of education; Bildungsqualität; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child care facilities; Child care services; Kinderzentrum; Infant; Infants; Toddler; Kleinkind; Rasse; Abstammung; Vorhersage; Socio-economic status; Sozioökonomischer Status
Abstract	The present study used a subsample of 450 children from the ECLS-B data set to examine longitudinal associations between multiple features of nonparental care at age 2 and socioemotional development at kindergarten entry, taking into account parents' attitudes and behaviors, family composition, poverty status, and child characteristics. Specifically, we examined care type, hours, observed quality, and changes in those features from age 2 to age 4. Controlling for baseline behavior and demographic covariates, results of multiple regression analyses suggested that caregiver sensitivity, parents' attitudes and behaviors, poverty status, nonrelative care, and hours of care predicted socioemotional development at kindergarten entry. Moving from nonrelative care into center-based care and increasing care hours from age 2 to age 4 were associated with decreases in socioemotional development. Results from this study are discussed in relation to findings from other nationally representative studies of early childhood, along with potential implications for practitioners and ideas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01