Social-Emotional Effects of Day Care. Final Project Report.

Autor/inn/en	Lippman, Marcia Z.; Grote, Barbara H.
Titel	Social-Emotional Effects of Day Care. Final Project Report.
Quelle	(1974), (380 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Rearing; Comparative Analysis; Curiosity; Day Care; Day Care Centers; Emotional Adjustment; Employed Women; Family Day Care; Interviews; Motivation; Parent Attitudes; Parent Child Relationship; Parent Influence; Preschool Children; Preschool Education; Self Concept; Sex Role; Social Adjustment; Washington (Seattle) + Suchen Sie Ihr Suchwort? Kindererziehung; Neugier; Tagespflege; Day care centres; Hort; Emotionale Anpassung; 'Female employment; Women''s employment'; Frauenbeschäftigung; Interviewing; Interviewtechnik; psychologische; Motivation (psychologisch); Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstkonzept; Geschlechterrolle; Soziale Anpassung
Abstract	This study compared the effects of group day care, family day care, and full parental care on such aspects of children's social-emotional adjustment as curiosity, attachment, self-concept, sex role, achievement motivation, impulse control, cooperation, and sharing. Initial differences between groups were controlled by matching on race, sex, number of parents in the home, number of siblings, and mother's education. Data on the 282 4-year-olds participating were gathered in three ways: (1) interviews with the mothers concerning their attitudes toward their child and their child rearing practices, (2) observational behavior ratings of the child by the primary caretaker and (3) games and tasks designed to elicit samples of particular types of behavior in a laboratory setting. Some of the trends observed in the data were: (1) family day care may tend to foster curiosity, independence, and delay of gratification; (2) home-rearing may allow girls more freedom to express interest in opposite sex toys and activities; (3) late entry into a center may lead to increased parent orientation; and (4) day care experience may decrease the tendency for children to overestimate their abilities in selecting both physical and academic tasks. The overall results of the project, however, suggested that day care experience did not produce outcomes that were markedly different from home experience outcomes. (JMB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC