Sequence of Child Care Type and Child Development: What Role Does Peer Exposure Play?

Autor/in	Morrissey, Taryn W.
Titel	Sequence of Child Care Type and Child Development: What Role Does Peer Exposure Play?
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 1, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.08.005
Schlagwörter	Stimulation; School Readiness; Social Status; Family Characteristics; Young Children; Child Care; Child Development; Peer Influence; Infants; Toddlers; Behavior Problems; Peer Groups; Preschool Children; Kindergarten + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Sozialer Status; Frühe Kindheit; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Infants; Gleichaltrigengruppe; Peer Group; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Child care arrangements change as children age; in general, hours in home-based child care decrease as hours in center-based settings increase. This sequence of child care type may correspond with children's developmental needs; the small peer groups and low child-adult ratios typical of home-based care may allow for more individual child-adult time for infants and toddlers, whereas the social stimulation found in center-based care during the preschool years may prepare children for kindergarten. This study examined associations between school readiness and the timing of child care type among children in NICHD's Study of Early Child Care and Youth Development (N = 1349). Findings suggest that children who experience home-based care during the infant-toddler period and center care during the preschool period display the improved cognitive outcomes, but not the increased behavioral problems, generally associated with sustained center care attendance. Continuous home-based care was associated with higher social status at school entry partially through smaller peer groups during the preschool period. These patterns did not differ by child or family characteristics. Implications for policy and research are discussed. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10