Time Spent in Child Care: How and Why Does It Affect Social Development?

Autor/inn/en	Huston, Aletha C.; Bobbitt, Kaeley C.; Bentley, Alison
Titel	Time Spent in Child Care: How and Why Does It Affect Social Development?
Quelle	In: Developmental Psychology, 51 (2015) 5, S.621-634 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038951
Schlagwörter	Child Care; Caregiver Child Relationship; Peer Relationship; Teacher Attitudes; Behavior Problems; Mothers; Parent Child Relationship; Individual Differences; Social Behavior; Educational Quality; Correlation; Socioeconomic Status; Child Behavior; Self Control; Attachment Behavior; Child Development; Cultural Differences; Attribution Theory; Gender Differences; Family Income; Risk; Effect Size; Time + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Peer-Beziehungen; Lehrerverhalten; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individueller Unterschied; Social behaviour; Soziales Verhalten; Quality of education; Bildungsqualität; Korrelation; Socio-economic status; Sozioökonomischer Status; Selbstbeherrschung; Attachment; Bindungsverhalten; Kindesentwicklung; Kultureller Unterschied; Geschlechterkonflikt; Familieneinkommen; Risiko; Zeit
Abstract	Children who experience early and extensive child care, especially center-based care, are rated by teachers as having more externalizing behavior problems than are other children. This association is reduced, but not eliminated, when care is of high quality, and it varies by socioeconomic disadvantage and the type of behavior assessed. We examine the processes that may account for the quantity effect, concluding that it occurs primarily among relatively advantaged White non-Hispanic families. It appears primarily for teacher-rated behavior, especially externalizing and low self-control, but is not evident for positive behavior and peer interaction skills. Some of the processes accounting for the relation of quantity to behavior are most likely to be poor caregiver-child relationships and negative peer interactions, not reduced attachment to mothers or lowered maternal sensitivity. Many questions remain about duration of effects, developmental and individual differences, more nuanced conceptualizations of both care quality and social behavior, and variations across cultural and ethnic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01