Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes

Autor/inn/en	Bratsch-Hines, Mary E.; Carr, Robert; Zgourou, Eleni; Vernon-Feagans, Lynne; Willoughby, Michael
Titel	Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes
Quelle	In: Child Development, 91 (2020) 6, S.1854-1864 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bratsch-Hines, Mary E.) ORCID (Carr, Robert) ORCID (Zgourou, Eleni) ORCID (Vernon-Feagans, Lynne) ORCID (Willoughby, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13389
Schlagwörter	Infants; Toddlers; Child Care; Educational Quality; Longitudinal Studies; Academic Ability; Language Skills; Social Development; Caregiver Child Relationship; Kindergarten; Rural Areas; Family Life; Program Descriptions; Interpersonal Competence; Structural Equation Models; Correlation + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Sprachkompetenz; Soziale Entwicklung; Rural area; Ländlicher Raum; Interpersonale Kompetenz; Korrelation
Abstract	This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. "Quality" was measured separately as caregiver-child verbal interactions and caregiver sensitivity, and "stability" was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver-child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01