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AutorenAdi-Japha, Esther; Klein, Pnina S.
TitelRelations between Parenting Quality and Cognitive Performance of Children Experiencing Varying Amounts of Childcare
QuelleIn: Child Development, 80 (2009) 3, S.893-906 (14 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0009-3920
DOI10.1111/j.1467-8624.2009.01304.x
SchlagwörterSchool Readiness; Child Rearing; Parent Child Relationship; Receptive Language; Expressive Language; Child Care; Correlation; Parenting Styles; Cognitive Development; Cognitive Ability; Young Children; Child Development
AbstractAssociations between parenting quality and 3-year-olds' school readiness, receptive, and expressive language were examined in relation to the amount of time they spent in childcare, based on data from the NICHD Study of Early Child Care and Youth Development (N = 1,364). Associations for school readiness and receptive language were stronger among children who experienced medium amounts of childcare than among children who experienced high amounts of childcare, and they were not weaker than among children who experienced primarily maternal care. Contrary to expectations, the association between parenting quality and school readiness among children who experienced medium amounts of childcare was significantly stronger than among children who experienced predominantly maternal care. (As Provided).
AnmerkungenBlackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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