Infant Child Care Patterns and Later Ratings of Preschool Behaviors.

Autor/inn/en	Park, Kyung Ja; Honig, Alice Sterling
Titel	Infant Child Care Patterns and Later Ratings of Preschool Behaviors.
Quelle	(1991), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aggression; Child Development; Cognitive Ability; Day Care; Intellectual Development; Peer Relationship; Preschool Children; Preschool Education; Sex Differences; Social Behavior; Teacher Education + Suchen Sie Ihr Suchwort? Kindesentwicklung; Denkfähigkeit; Tagespflege; Mental development; Geistige Entwicklung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Social behaviour; Soziales Verhalten; Lehrerausbildung; Lehrerbildung
Abstract	This study examined (1) the effects of onset of timing for early nonparental care patterns on later child development, and (2) the effects of length of daily enrollment in care on later cognitive attainment and socioemotional behaviors. Preschool teachers rated 105 middle-class children on the Preschool Behavior Questionnaire (PBQ) and the Preschool Behavior Rating (PBR) instrument. Socioemotional behaviors of preschoolers who had been in full-time care from infancy onward were rated on the PBR as more intellectually competent than children who had not had full-time care. They were also rated on the PBQ as more hostile-aggressive than children who had never had full-time care. A hierarchical aggression analysis revealed that both observed and teacher-rated aggression were predicted more by sex of child, quality of the day-care center (teacher education and employment stability), and family socioeconomic factors, than by length of enrollment in full-time, nonparental care. A reference list of 26 items is included. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC