Controversy, Theory and Social Context in Contemporary Day Care Research

The home-daycare link has been attracting increasing attention among developmental researchers. The caregiver-parent relationship has been specifically identified in this context as an important dimension in the complex ecology of daycare children. In the past two decades, research on the link between caregiver-parent relations and children's experiences in daycare and at home has been accumulating. This paper critically reviews the literature on the implications of caregiver-parent relationships for children in daycare and at home. The existing evidence regarding correlates and potential paths of influence in both contexts is reviewed. Methodological and conceptual problems in this literature are highlighted. Directions for future research are proposed.

Section: Discussionmentioning

confidence: 96%

The Link Between Caregiver‐Parent Relations and Children's Experiences in Daycare and at Home: What Does the Research Tell Us?

Shpancer

1997

“…The debate is now focused on provision for babies i.e. children under the age of one (McGurk, 1993). The traditional concept of mothers as dedicated time serving 'childminders' is fast diminishing largely due to economic conditions in the home; the demand for a skilled workforce and the arguments of the feminist movement (Oakley, 1981;Pascall, 1986).…”

Section: Theoretical Perspectivesmentioning

confidence: 98%

Theoretical issues in the provision of education and care for young children

Wilkinson

1995

The paper examines a number of theoretical issues in the provision of education and care for children under five in the UK, issues which are particularly critical in the context of integrated provision. Three principal strands of theory are explored: ideology, psychology and education/care. Whilst the extent of provision remains inadequate to meet demand, difficult choices have to be made with regard to the form of provision and allocation of places. The paper takes the position that present services are too rigid and outdated, uncoordinated and inequitable. It concludes by setting the context for the evaluation of integrated provision in Strathclyde Region, Scotland which is reported in this volume.

“…Much scholarly debate has focused on the potential adverse effects of maternal employment) and extended daycare, which is overwhelmingly a product of maternal employment) for child development and attachment, focusing mostly on young infants (see Howes & Hamilton, 1992;McGurk et al, 1993;Roggman et al, 1994;NICHD Early Child Care Research Network, 1997;Harrey, 1999;Belsky, 2001. These efforts have revealed a complex picture in which positive, negative or 'no effect' findings often depend on design and methodology, the particular population studied, and the outcome and moderator variables considered.…”

Section: Introductionmentioning

confidence: 99%

Quality of care attributions to employed versus stay‐at‐home mothers

Shpancer

Melick

Sayre

et al. 2006

The present study was designed to find whether evaluations of maternal competence are linked to mothers' employment status and the quality of maternal care. Participants rated videotaped vignettes, depicting either high-quality or low-quality mother-infant interactions, on various dimensions of care quality. The videotaped mothers were described to one-half of the participants as 'stay-at-home mothers' and to the other half as 'working mothers.' Analysis revealed a significant main effect of type of care on maternal evaluations. 'At-home' mothers were rated as providing better care than 'working mothers.' Additionally, participants whose mothers worked and who experienced non-parental care as children were more likely to report positive attitudes about daycare and maternal employment. Finally, participants with less favorable attitudes toward maternal employment showed a more pronounced negative bias in rating high-quality working mothers.