Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren

Andersson, Bengt-Erik

doi:10.2307/1130898

Cited by 156 publications

(108 citation statements)

References 10 publications

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“…These studies have found no negative effects on the development and well-being of children who receive adequate non-parental care (Broberg et al, 1989;Anderson, 1992). These findings might be related to the fact that '[g]overnment funding and oversight ensure that variations between programs stay within specific limits and do not fall below an agreed-upon threshold of quality' (Boocock, 1995, p. 102).…”

Section: Childcare In Swedenmentioning

confidence: 99%

How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?

Izumi-Taylor

Lee

Franceschini

2011

Research in Comparative and International Education

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The purpose of this study was to examine similarities and differences in the perceptions of childcare among American, Chinese, Japanese and Swedish early childhood teachers. Participants consisted of 78 American teachers, 156 Chinese teachers, 158 Japanese teachers, and 157 Swedish teachers. The results of quantitative analysis revealed that these teachers had perceptions about childcare that were both similar and different. Both Chinese and Swedish teachers focused on the importance of gender equality in relation to childcare more than Japanese and American teachers did. Although American, Chinese and Swedish teachers viewed children developing attachments with their mothers in a positive light regardless of whether they are blood related, Japanese teachers considered that children's attachments should be only with their biological mothers because they value blood relations between the child and the mother. Both American and Japanese teachers shared similar notions about group care, indicating positive perceptions about such care, but their notions were not as strong as those of their Chinese and Swedish counterparts. The implications for early childhood education are presented.The provision of affordable and accessible childcare is an important political and social issue in many nations,

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Section: Childcare In Swedenmentioning

confidence: 99%

How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?

Izumi-Taylor

Lee

Franceschini

2011

Research in Comparative and International Education

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“…koje je obuhvatilo velik te ekonomski, socijalno i geografski raznolik uzorak gdje su djeca koja su pohađala predškolsku ustanovu postizala bolje rezultate na testovima kognitivnih sposobnosti i usvojenosti jezika u dobi od 2, 3 i 4,5 godine, u 3. razredu osnovne škole te u dobi od 15 godina. U švedskoj longitudinalnoj studiji (Andersson, 1992.) na uzorku od 120 djece također su nađeni pozitivni učinci pohađanja predškolske ustanove kod učenika u dobi od 8 i 13 godina, među kojima su najslabiji školski uspjeh imali oni učenici koji nisu išli u dječji vrtić i jaslice.…”

Section: Kognitivni Razvojunclassified

“…koji nalaze da su djeca iz siromašnijih obitelji unaprijedila svoja kognitivna i akademska postignuća ako su provela više sati u predš-kolskoj ustanovi, dok su djeca iz bolje stojećih obitelji postizala manje uspjeha ako su tamo provodila više sati. Za razliku od američkih, švedske studije su suglasne da je ranije kretanje u predškolsku ustanovu te više sati boravka tjedno (Andersson, 1989(Andersson, ., 1992, odnosno veći broj mjeseci provedenih u ustanovi do dobi od 40 mjeseci (Broberg, 1997. ), povezano s boljim uspjehom u školi u dobi od 8 i 13 godina.…”

Section: _____________ _____________unclassified

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Predškolski odgoj i obrazovanje kao socijalna investicija

Baran¹

2013

rsp

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Ključne riječi: predškolski odgoj i obrazovanje, kognitivni razvoj, socijalni razvoj, programi ranog razvoja, analiza troškova i koristi. UVODJedna od najvažnijih funkcija institucionaliziranog predškolskog odgoja i obrazovanja je priprema djece za školu. Ta funkcija je važna za pojedinca, obitelj i društvo u cjelini zbog nekoliko razloga. Prvi je, kao što stručnjaci iz različitih disciplina naglašavaju, taj da se najvažnije sposobnosti razvijaju tijekom prvih 5 godina života, a kasnije sposobnosti mogu

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“…Children from higher-quality centers have been found to be less anxious and have less problematic transitions to school. However, in another longitudinal study, such positive effects of high quality center care facilities were not discernible among all children sampled at age 13 years (Andersson, 1992). NICHD (2001NICHD ( , 2002a further found that the quality of maternal caregiving was the strongest predictor of development but that the quality of nonmaternal caregiving was also associated with children's development.…”

Section: Introductionmentioning

confidence: 95%

Health of School-Aged Children in 11+ Hours of Center-Based Care

Anme¹,

Shinohara²,

Sugisawa³

et al. 2012

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With increasing numbers of women joining the evening/nighttime and extended-hour workforce, there is a need for quality childcare during these hours. This project, conducted in Japan, sought to compare the effects of expanded child-care on the health of 271 school-aged children. Parents completed a survey on the childrearing environment at home, their feelings of self-efficacy, and the presence of support for childcare; and childcare professionals evaluated the development of these school-aged children. Children responded to questions regarding their health. Results of the multiple regression analysis indicate that factors in the home environment, not length of time in center-based care, explained health risks at school age.

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Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren

Cited by 156 publications

References 10 publications

How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?

How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?

Predškolski odgoj i obrazovanje kao socijalna investicija

Health of School-Aged Children in 11+ Hours of Center-Based Care

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