Day Care and Attachment

Portnoy, Fern C.; Simmons, Carolyn H.

doi:10.2307/1128617

Cited by 43 publications

(13 citation statements)

References 5 publications

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“…Lack of differences in social behaviour with respect to early non-maternal care support the findings of Rubenstein and Howes (1979), who also found no difference in social behaviour between home and group reared 18-month-olds. With respect to attachment, the data support the findings of Portney and Simmons (1978), who found no differences in attachment between infants who had non-maternal care before the age of one and those who did not. Speculation as to why there were no significant effects due to maternal employment and age of entry into non-maternal care may be related to maternal employment satisfaction.…”

Section: Eflect Due To Age Of Entrysupporting

confidence: 84%

The effects of maternal employment and non‐maternal infant care on development at two and four years

Scarr

Thompson

1994

Early Dev. Parent.

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Differences in maternal employment during children's first year of life and children's entry into non-maternal care before the age of 1 year failed to predict differences in cognitive and socioemotional development at 2 and 4 years of age, after family background variables were controlled. Two samples were studied: a population sample of 1100 Bermudian children and a smaller subsample of children most of whom were determined to be at risk for developmental problems. To assess the effects of maternal employment, we compared infants with mothers who worked 20 or more hours a week to infants with mothers who worked less than 20 hours a week. To assess the effects of entry into non-maternal care before the age of one, we compared infants who were placed in regular non-maternal care before the age of one versus infants who did not experience regular non-maternal care before the age of one. The results revealed that family background variables frequently predicted many child outcome measures in both the total sample and the smaller research sample. After controlling for family characteristics, no differences were found between children whose mothers worked 20 or more hours a week when they were infants and children with mothers who worked less than 20 hours a week in either sample. In addition, age of entry into non-maternal care before the age of one did not significantly predict any child outcome measures.

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Section: Eflect Due To Age Of Entrysupporting

confidence: 84%

The effects of maternal employment and non‐maternal infant care on development at two and four years

Scarr

Thompson

1994

Early Dev. Parent.

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“…Taken together, they suggest that (1) boys and girls respond differently to various kinds of home and nonhome environments, (2) later developmental outcomes can be conditioned by the infant's well-being (although the causality between the nature of the infant care arrangement, the child's health status, and the outcomes remains inherently complex), (3) the positive or negative value of a particular infant care arrangement may not be generalizable across all developmental outcome domains, and most importantly (4) no type of infant care arrangement can be generalized as being uniformly preferable or detrimental. Indeed, the considerable hetero-geneity of past results in this area of research may be due to the broad range of cognitive, social, and emotional outcomes that researchers have considered (e.g., Blehar, 1974;Clarke-Stewart et al, 1984;Everson et al, 1984;Portnoy & Simmons, 1978).…”

Section: Discussionmentioning

confidence: 99%

Developmental Effects of Infant Care: The Mediating Role of Gender and Health

Mott

1991

Journal of Social Issues

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This research used the 1986 merged child‐mother data file from the National Longitudinal Survey of Youth to explore how various forms of infant care in a child's first year were linked with scores at ages 1–4 on the Memory for Location, Motor and Social Development, and Peabody Picture Vocabulary Test measures. The extent to which these linkings were mediated by an infant's health and gender was examined and important distinctions were noted. In particular, healthy infant girls received some cognitive advantage by being cared for extensively by caretakers other than their mother during infancy, whereas infant boys with health problems gained socioemotionally by spending more time with their mothers. More generally, it was concluded that usually, the average young child's ability to cope intellectually and socioemotionally (as measured on the above scales) is not affected in major ways either positively or negatively by the generic nature of his or her child care arrangement.

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“…First of all, Bowlby's (1969Bowlby's ( , 1973Bowlby's ( , 1980 attachment theory was applied to the analysis of children's behaviour. The object was not to analyze separation anxiety, which has frequently been done (e.g., Blurton-Jones & Leach, 1972;Cox & Campbell, 1968;Maccoby & Feldman, 1972;Peery & Aoki, 1982;Schwarz, Krolick, & Strickland, 1973;Schwarz & Wynn, 1971;Weinraub & Lewis, 1977), or to test for changes in attachment over time, as has also been done with this age range (e.g., Blehar, 1974;Moskowitz, Schwarz & Corsini, 1977;Portnoy & Simmons, 1978;Roopnarine & Lamb, 1978). Rather, the purpose was to search out primary attachment problems underlying children's manifest behaviour in the preschool setting and their implications for parent involvement.…”

Section: Introductionmentioning

confidence: 99%

Toward a grounded theory of parent preschool involvement

Petrie

Davidson

1995

Early Child Development and Care

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Parent involvement in early childhood education programs is studied from the perspective of specific child-related issues such as security of attachment, separation problems, and growth of autonomy during a home-school transitional year. Seven 3-year-old children in cooperative nursery schools were observed for 9 months to determine the nature of their emotional responses to their mothers' presence and absence, and to explore factors mediating any changes in children's patterns of behaviour. Parent and teacher interviews, structured play conversations with children, and attachment Q-sort data were included in the process of qualitative analysis. Findings indicated one subgroup of children who struggled with problems of attachment and other issues of adaptations and another in which there was a steady pattern of growth. Parent involvement was found to have significant potential for change in the first subgroup, and enhanced the quality of the nursery school experience for the other children.

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Day Care and Attachment

Cited by 43 publications

References 5 publications

The effects of maternal employment and non‐maternal infant care on development at two and four years

The effects of maternal employment and non‐maternal infant care on development at two and four years

Developmental Effects of Infant Care: The Mediating Role of Gender and Health

Toward a grounded theory of parent preschool involvement

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