Day Care Studies

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  • Created by: Jennypix
  • Created on: 26-11-15 08:31
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  • Day Care Studies
    • Andersson (1996)
      • Aim: see if care affects intellectual/social development.
      • Procedure: 128 Swedish children followed after daycare.
        • Assessed on intellectual/social-emotional development age 13.
      • Found more time in day care = higher academic achievement and social skills.
    • Robertson and Robertson (1968)
      • Four children separated from attachment figures.
        • two girls with Robertsons = less anxiety as they spent time with them beforehand.
      • Conclude stress = bond destruction.
    • The Robertsons (1950s)
      • observed 17 month John, placed in nursery.
        • Protest (cry), Despair (rolled with teddy on floor), Detach (ignore mother when returned)
    • Baydar and Brooks-Gunn (1991)
      • Aim: see if daycare affects behaviour + intellect.
      • 1,000 families surveyed = when mums start work in first year children had more behavioural difficulties.
    • Russell (1999)
      • Aim: daycare affects intellectual and social developments
      • Meta analysis 101 care studies w/over 32,000 children.
        • Found overall effect was negative.
    • Belsky (2002)
      • Aim: see relation of aggression and time in care.
      • Teachers rated child aggression in pre-school every 6 months.
        • 1st 24 months in care.
          • Found more time in care = more aggressive.
    • Kagan (1980)
      • Found positive effect if quality of care is good.
    • Operation Headstart (1960's)
      • USA Pre-school education for socially dis-advantaged children.
      • Showed IQ gain compared to those who did not go.

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