A comparison of the environments of day care centers and group day care homes for 3 year olds

A comparison of the ecologies of day care centers and group day care homes for 4‐year‐olds

“…A number of developmental dimensions can be inferred by comparing the results of this study with a previous study conducted by the author with 3-year-old subjects (Innes, et al, 1982). In the study of 3-year-olds, subjects in centers showed a significantly greater incidence of on-looker behavior (18%) than subjects in day care homes (9%).…”

“…Golden's research (Golden, Rosenbluth, Grossi, Policare, Freeman, & Brownlee, 1978) indicated that although day care homes were inferior to centers on a number of physical variables -such as play equipment and available spacethey were superior environments on several social-emotional dimensions (social interaction, individual attention, positive socialemotional stimulation). Innes (Innes, Woodman, Banspach, Thompson, & Inwald, 1982) found that group day care homes were more structured in terms of curriculum and more flexible in terms of overall schedule and social-emotional climate than day care centers.…”

Quality of caregiver-child relationship and its effect on child satisfaction with daycare

“…In order to distinguish between a nurturing and a nonnurturing caregiver, selected teacher behaviors found in other studies (Innes, Woodman, Banspach, Thompson, & Inwald, 1982;Zanolli, Saudargas, & Twardosz, 1990) were combined to create two new variables ( Teacher Nurturance Behaviors teacher smiling teacher smiling with contact teacher praise/compliment teacher active affectionate physical contact teacher passive affectionate physical contact teacher affectionate words teacher proximity (2 feet or less) to child during responsive behaviors teacher stoops to child's level during responsive behaviors teacher looks at child during responsive behaviors teacher positive response to child teacher helps child during the lab setting puzzle task Teacher Non-nurturance Behaviors teacher one-way negative contact teacher ignores child teacher caregiving contact only teacher proximity far (6 feet or more) during responsive behavior teacher proximity far when giving child directions/commands teacher negative reinforcement teacher negative response to child bids for attention teacher punishes child teacher negative physical contact teacher refuse to help during lab setting puzzle task relationship to child compliance with teacher commands. When comparing teacher nurturance and teacher non-nurturance to child bids for attention, results indicated a significant relationship for both teacher non-nurturance (r=.72,p<.OOl) and for teacher nurturance (r=.60, p<.Ol).…”