Early child care and children's development in the primary grades. Follow-up results from the NICHD study of early child care.

Titel	Early child care and children's development in the primary grades. Follow-up results from the NICHD study of early child care.
Quelle	In: American educational research journal, 42 (2005) 3, S. 537-570Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312042003537
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Persönlichkeitsentwicklung; Soziale Entwicklung; Kindertagesstätte; Frühpädagogik; Primarbereich; Schüler; Schulerfolg; Schülerleistung; Soziales Verhalten; Effizienz; Qualität; USA
Abstract	Associations between early child care and children's functioning though the end of third grade were examined. Some of the relations that had been detected before children's school entry were maintained. Higher-quality child care continued to be linked to higher scores in math, reading, and memory. More time spent in center care was associated with better memory but also with more conflictual relationships. Some new associations were detected: More hours of care were linked to poorer work habits and poorer social skills. The relation between amount of care and externalizing behaviors decreased and was not significant in third grade. These findings support the relative independence of quality, quantity, and type of child care in relation to child developmental outcomes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3