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ERIC Number: ED288633
Record Type: RIE
Publication Date: 1986
Pages: 35
Abstractor: N/A
Reference Count: N/A
The Relationship of High Quality Day Care to Middle-Class Three-Year-Olds' Language Performance.
Ackerman-Ross, Susan; Khanna, Prabha
This study investigated the relationship between day care and young children's language performance. Receptive, expressive and a combined language score plus an intelligence quotient (IQ) were derived for middle-class, Caucasian 3-year-olds from intact families who attended high quality day care since infancy and were compared to the scores of their home-reared counterparts. Parent questionnaires were developed to solicit information about other variables thought to affect language development, including parents' income and education, child's birth order, quantity and type of verbal stimulation by parents, and time parents participated in caregiving. Results revealed that home and day care groups of children did not differ on IQ or any of the three dependent language measures. IQ was found to be the strongest predictor of language performance; birth order ranked second. Fathers' language activity time was significantly related to language performance as was parents' education level. Further, fathers of children in day care reported spending twice as much caregiving time as fathers of children reared at home, while, regardless of child care arrangements, mothers reported approximately equal amounts of time devoted to child care activities. Nearly 50 references are listed. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A