The effects of day care on the social and emotional development of infants, toddlers and preschoolers

Matlock, Jeryl R.; Green, Virginia P.

doi:10.1080/0300443900640106

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…Research has shown that children's social and emotional development is susceptible to negative effects of low-quality child care (Belsky, 1988;Phillips & Howes, 1987). However, there is no consensus on the magnitude of these effects, particularly over the course of development; indeed, studies have shown negative consequences, positive effects and no effects (Anders-son, 1989;Bates et al, 1994;Bryant, Burchinal, Lau, & Sparling, 1994;Burchinal, Ramey, Reid, & Jaccard, 1995;Dunn, 1993;Field, 1991;Field, Masi, Goldstein, Perry, & Pad, 1988;Haskins, 1985;Howes, 1990;Matlock & Green, 1990;Reynolds, 1995;Vandell & Corasaniti, 1990;see McGurk, Caplan, Hennessy, &Moss, 1993 andScarr &Eisenberg, 1993 for reviews of this literature). Studies in Sweden and The Netherlands have shown very modest effects or no effects of child care experience or variation in quality on children's outcomes (Goossens, Ottenhoff, & Koops, 1991;Prodromidis.…”

Section: Introductionmentioning

confidence: 99%

Child Care Quality and Children's Behavioral Adjustment: A Four‐Year Longitudinal Study

Deater‐Deckard

Pinkerton

Scarr³

1996

Child Psychology Psychiatry

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Studies of extensive, full-time child care in infancy and early childhood have shown negative, positive and no effects on children's social-emotional development. The current study explored the prediction of children's behavioral adjustment 4 years after assessments of daycare center quality (e.g. caregiver-child interactions, caregiver-to-child ratios) and of the home and family environment (e.g. parental stress, discipline). Participants included 141 school-age children (73 girls) and their employed mothers (91% Euro-American) who had made use of full-time child care when the children were toddlers or preschoolers. Home environment factors and earlier behaviors were predictive of individual differences in adjustment 4 years later, particularly for maternal ratings of child behaviors. By contrast, indicators of center quality were generally unrelated to mother and teacher ratings of behavioral adjustment.

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Section: Introductionmentioning

confidence: 99%

Child Care Quality and Children's Behavioral Adjustment: A Four‐Year Longitudinal Study

Deater‐Deckard

Pinkerton

Scarr³

1996

Child Psychology Psychiatry

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“…Early research in childcare has shown positive or few negative effects on children (e.g., B.E. Andersson, ; Belsky & Steinberg, ), but several studies showing detrimental effects on children also have been reported (Bates et al., ; Belsky & Rovine, ; Hausfather, Toharia, LaRoche, & Engelsmann, ; Matlock & Green, ) along with research that has shown little or no effect (Roggman, Langlois, Hubbs‐Tait, & Rieser‐Danner, ). Since that time, research findings have suggested both positive and negative effects of childcare on children's development.…”

Section: Childcare Researchmentioning

confidence: 99%

Validity of the PICCOLO Tool in Child Care Settings: Can it Assess Caregiver Interaction Behaviors?

Norman

Christiansen

2013

Infant Mental Health Journal

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Childcare quality has been investigated widely over the past 30 years, as increasingly more evidence has emerged that shows that children's developmental outcomes are influenced by the quality of care that they receive in group-care settings. The current emphasis on quality-improvement ratings in childcare provides a unique measurement challenge to ensure accountability for the care of our young children, with a noticeable lack of attention to caregiver interactions with children. The purpose of the current study is to investigate an easy-to-use measure that might address this oversight. The Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) tool has been shown to be reliable and valid for use with parents and was used in the current study to determine whether the PICCOLO, when used to observe caregiver-child interactions in group-care settings, is correlated with other common measures of childcare quality, including the family of Environment Rating Scales ).and the Arnett Caregiver Interaction Scales (J. Arnett, 1989). Two hundred seven providers were observed for a mean of 2.87 hr (172 min). Results indicate that the PICCOLO is a valid tool to measure caregiver interaction with children in a childcare situation.

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“…As with latchkey children, results are inconclusive. In a review of 20 studies, Matlock and Green (1990) found that 11 studies reported positive effects whereas nine studies found that day care adversely affected young children. In a replication of studies on security of attachment suggesting a higher incidence of insecure attachment among day care children, Roggman, Langlois, Hubbs-Tait, and Rieser-Danner (1994) claimed that results were not robust enough to consistently emerge.…”

mentioning

confidence: 97%

Latchkey children: Potential sources of support

Shulman

Kedem

Kaplan

et al. 1998

J. Community Psychol.

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The effects of day care on the social and emotional development of infants, toddlers and preschoolers

Cited by 5 publications

References 18 publications

Child Care Quality and Children's Behavioral Adjustment: A Four‐Year Longitudinal Study

Child Care Quality and Children's Behavioral Adjustment: A Four‐Year Longitudinal Study

Validity of the PICCOLO Tool in Child Care Settings: Can it Assess Caregiver Interaction Behaviors?

Latchkey children: Potential sources of support

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