Toddler Social Development in Two Daycare Settings.

Autor/inn/en	Howes, Carollee; Rubenstein, Judith
Titel	Toddler Social Development in Two Daycare Settings.
Quelle	(1978), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Child Caregivers; Comparative Analysis; Day Care; Educational Environment; Environmental Influences; Family Day Care; Infants; Interaction Process Analysis; Interpersonal Competence; Peer Relationship; Physical Environment; Research; Social Development; Social Environment; Toddlers + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Tagespflege; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Infant; Toddler; Toddlers; Kleinkind; Prozessanalyse; Interpersonale Kompetenz; Peer-Beziehungen; Natürliche Umwelt; Forschung; Soziale Entwicklung; Soziales Umfeld; Infants
Abstract	This study investigated the child rearing environments in 8 community based day care centers and 16 family day care homes and the social competencies of the toddlers enrolled in them. Subjects were forty 19-month-old toddlers from similar backgrounds, half in each type of day care. Socially directed behaviors between the toddler and peers, and between the toddler and adult were time sampled in the day care settings for 2 hours per child. The caregiver was interviewed regarding her training and other characteristics of her job. Results indicated that the two day care settings provided significantly different child rearing environments. The family day care homes cared for a smaller, more heterogeneous group; the caregivers were more isolated from other adults, did more housework while caring for the child, and worked longer hours. In contrast, day care centers were designed specifically for children and had more large, nonportable play objects; the caregivers had more formal training but less experience as mothers than family day care workers. Social competency of the toddlers was examined through an analysis of 5 factors: positive social skills; dependent behaviors; high positive affect directed to the caregiver and high frequencies of imitating the adult; negative affect directed to the caregiver; and violation of adult standards. There were no differences between the 2 types of day care in the adult facilitative and responsive caretaking and in toddler affect and dependence, indicating that (1) both environments have the potential for promoting social competency in toddlers and that (2) variation within day care settings may be more important than the type of day care. (Author/CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01