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ERIC Number: ED258731
Record Type: RIE
Publication Date: 1985-May
Pages: 14
Abstractor: N/A
Reference Count: 0
What Day Care Forms and Features Mean for Children's Development.
Clarke-Stewart, Alison
A sample of 80 families with a 2- or 3-year-old child in day care in one of four popular forms (baby sitter in the child's own home, family day care, part-time nursery program, and full-time day care center program) participated in a study of the effects of forms of care on children's development. Parents and caretakers were interviewed, and observations were made of children's physical and social environments. Findings of these investigations revealed differences in the quality of life provided by the different forms of care. Each child was then observed in and out of the home setting and was administered standardized tests. Data suggested eight measures reflecting developmental competencies: autonomy, social reciprocity with mother, social knowledge, sociability with adult stranger, sociability with an unfamiliar peer, negative behavior to peer, social competence at home, and cognitive ability. Different day care forms were found to be associated with patterns of competence in the children exposed to them. For example, the educational orientation of the nursery school was reflected in advanced cognition and adult-oriented competence, whereas children with untrained sitters in their own home excelled in no domain of competence. Relationships in the data were further analyzed to explore how behavior of individual children was related to features of in-home and center programs. Evidence was found that, while day care programs had some direct effects on development, they clearly were not operating alone. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the American Association for the Advancement of Science (Los Angeles, CA, May 26-31, 1985).